Letter from Birmingham Jail Essay Example | Topics and Well Written Essays - 500 words - 1

Letter from Birmingham Jail - Essay Example In contrast, the unjust laws disrespect people’s moral autonomy, as well as, personality by placing a particular group in the society superior to the other. In effect, morality is paramount and forms the basis that dictates the obedience of the law. The laws should not only be concerned with the political authority, but also the moral judgment about wrong and right in a given situation (Pollock, 2012). Any law that violates the universal morals does not deserve obedience. Just people need laws that protect their moral, as well as, constitutional rights. As King (1963) notes, people have the right to disobey the unjust laws if compelling moral grounds exist to underscore the action. No one should deprive the laws of moral sentiments, and any action to remove morality from the legislation renders them unjust and mostly oppressive. In disobeying the law, people should invoke a higher duty such as conscience and morality. In this respect, invoking morality will justify the people’s decisions to disobey the unjust laws that tend to infringe upon their moral autonomy. The implication is that just people have the responsibility and freedom over their moral decisions to fail to comply with the laws, which undermine their human personality. Indeed, the shared moral standards should inform the people’s real sense of obligation to the laws. Pollock (2012) argues that the people’s preoccupation to obey laws should depict a striking balance b etween the moral autonomy and obligation to the state. Critics might argue that false perception of the law as a total representation of the morals exists. The society has a blurred borderline between the ethics and the laws. Hence, morality entails doing what the law dictates for fear of the consequences of the disobedience such as the punishment. However, cynics should note that people make the laws, and they have a moral obligation to disobey the legislation

President Obama Essay Example for Free

President Obama Essay Obamanomics is basically a system where the government works from the Bottom up for more equality for all people. This system will benefit the working and middle class, and higher taxes for the wealthy 1% of our population. This means better living wages, better schools, universal Healthcare, less taxes for small businesses and a regulated system on wall street. Obamanomics will give the american people employment with Jobs in both the public and private sector; And make education more Affordable for every child with better paying teachers. President Obama is also dealing with the environment and the quality of food the American people place on their tables. His ultimate plan is for a world where less warfare will be produced by every country for a safer And freer world for all Americans and abroad. The american people think obamanomics will break the economy and leave the country bankrupt. However, it will work in the years to come with adjustments taken place until obamanomics is perfected and every american has benefited from it greatly.

American Views on Sexuality

American Views on Sexuality (Jump to) Introduction Discussion Americans’ Contacts with Homosexuals LGBT Americans Opinions Social Acceptance by American Society Religious Belief References INTRODUCTION Being a bisexual means getting attracted to both people of their own gender and another gender also. Women who get attracted to the female gender are known as lesbians and similarly the men who get attracted to the male gender are known as gay. The bisexual women and men get attracted to both the male and the female gender. Getting attracted to the same gender is also known as homosexuality. The attitudes towards the homosexuality differ in different cultures, because all the cultures have their own values regarding sexuality. Some countries approve the homosexual behavior whereas some disapproves it. The research has been done and it is found that the certain populations have accepted the homosexuality more than others. Homosexuality may be illegal in some countries, but where it is legal, there a age has been defined and that age differs from country to country. Homosexuality is neither a mental illness not a matter of an individual’s choice. It does not threaten the healthy and secure homosexuals. Therefore, there is no need to oppress the homosexuality. But in our society, discrimination occurs daily against gays, lesbians and bisexual people which greatly affect them (Gay, Lesbian and Bisexual Issues). Due to which the gay, lesbian and the bisexual people feel depression and the relationship problems same as the heterosexual people feel. DISCUSSION I agree with your statement, as in my opinion also, being a lesbian or bisexual woman is more accepted than being a gay or bisexual man by the current American society. A research has been done and it has been found out that the most Americans don’t bother while getting surrounded by the homosexuals. Various studies has been done and results into various factors, such as: 82% of the Americans don’t bother when around homosexuals (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013). Whereas, 14% of the Americans say that, it bothers them while surrounded by homosexuals. In 2003, about 76% of the Americans do not bother to be around homosexuals. Few years ago, the balance between the gay and the lesbians was not favorable. As: Gay men were viewed favorable only by the 37 % of the Americans, whereas 51% of the Americans viewed them as unfavorably. Lesbian women were viewed favorable only by the 39 % of the Americans, whereas 48% of the Americans viewed them as unfavorably. By a 2 % margin, the American people are more favorable to lesbian women than gay men. But today, 58% of the American people view the lesbian women favorably while only 29% of the Americans view them as unfavorably. And, 55% to 32% margins (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013) have favorable views towards gay men than unfavorable views. Still, the percentages of Americans who have the favorable views towards lesbian women are more than the ones who have favorable views towards the gay men. The study has found out that the Americans’ views are rapidly changes to acceptance of gay men and lesbian women with time (Harms, 2011). Americans now approve the same-sex relations and moreover, they provide the lesbians and gays the freedom of expression. Moreover, public have different views about the fact that why people are lesbian and gay? And, about 42% of the public thinks that the people choose themselves to live as gay or lesbian. About 8% thinks that it’s a result of upbringing, due to which the people are gay or lesbian, and Others think that they are born as lesbian or gay. In American society, about 66% of the Americans think that the people choose themselves to live as gay or lesbian. About 20% of the Americans think that they are born as lesbian or gay. But overall, 58% of the people thinks that the homosexuality should be accepted as they thinks that its by birth, and 63% of the people think that it should not be accepted as they thinks that it’s just a choice of people of being gay or lesbian. Americans’ Contacts with Homosexuals In Americans Society, different people have different views to share about their contacts with the homosexuals. And, 87% of the Americans are somehow in contacts with ones who are lesbian or gay. 23% of the Americans say that they know personally some people who are gay or lesbian. 61% of the Americans had gay or lesbian contacts (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013). The contacts with gays and lesbians also differ in different religions. As 30 % of the religions say that they know some gays and lesbians, and Only 8 % says that they don’t know any. LGBT Americans Opinions Lesbians, Gays, Bisexuals and Transgender (LGBT) adults are asked the question and it has been found out that the society is accepting them as compared to past decades and more will accept it in upcoming decades (A Survey of LGBT Americans, 2013). And, 39% of the LGBT Americans say that they are not accepted by their families. 30% of the LGBT Americans say that they are attacked physically. 29% of the LGBT Americans say that they are not allowed to go at worship places. 21% of the LGBT Americans say that they are not treated fairly by their employees. 21% of the LGBT Americans say that they are the targets of jokes. Moreover, At the age of 17, the people gets the feel that they are homosexual, and at the age of 20, they share this information with their families. LGBT adults say that their acceptance is increasing as the time passes. But some of LGBT adults say that they still feels discrimination in the society. They said that they need more acceptance in mostly all the societies. Thus, their views needs to be focused on. Social Acceptance by American Society Most of the LGBT adults have said that they have got social acceptance and moreover, there is significant progress towards the social acceptance of LGBT adults. The study has been done to see the criteria of social acceptance. And 19% says that there is progress towards social acceptance of LGBT adults. 59% says that there is some (A Survey of LGBT Americans, 2013), and 21% says that there is no progress in socially accepting the LGBT adults. Lesbians, Gays, Bisexuals and Transgender (LGBT) adults are more accepted by the American society as compared to past and others socities. But, still a more acceptance is needed, so that they don’t feel any discrimination. According to some LGBT adults, they are accepted by most of the American society whereas some LGBT adults said that they need more acceptance in the American Society as they feel discriminants. The views of different LGBT adults are needs to kept in perspective. In compared to all other socities, Americans are found to be ore tolerant towards the lesbians, Gays, Bisexuals and Transgender (LGBT) adults than they al were in past decades. Only 2 out of 10 said they are not socially accepted as they are treated unfairly by the public, they are not either accepted by their own families, they are physically attacked, and moreover, they are the target of jokes. Religious Belief In opposition to the social acceptance of LGBT adults, Religious belief is an important factor (Religious Belief and Views of Homosexuality, 2013). Over the past decades, 47% to 60% of the Americans belief that the homosexuality should be accepted. While only 45% to 31 % of the Americans think that it should not be accepted. When the Americans who think that the homosexuality should not be accepted are asked why they feel so? Then 52% of them said that, homosexuality is against their religion. As Religion is a big factor, due to which some Americans are against the homosexuality. Moreover, they belief that the homosexuality is traditionally wrong. But, there is only small percentage of Americans who think that the homosexuality is against their religion. 58% of the Americans say that the homosexuality should br accepted by the alw and should be legal according to the laws. They said, it should be supported same as the traditional relations are supported. Thus, It has been notices that the lesbians are more accepted than gays in American Society, But overall, their acceptance in this society has been progressed. REFERENCES A Survey of LGBT Americans. (2013, June 13). Retrieved November 5, 2014, from http://www.pewsocialtrends.org: http://www.pewsocialtrends.org/2013/06/13/a-survey-of-lgbt-americans/# Gay, Lesbian and Bisexual Issues. (n.d.). Retrieved November 5, 2014, from http://cms.bsu.edu: http://cms.bsu.edu/campuslife/counselingcenter/newsfooteritems/diversityresources/diversityinformationandlinks/glbt Harms, W. (2011, October 5). US VIEWS ON GAYS, LESBIANS SHIFT SHARPLY. Retrieved November 5, 2014, from http://www.futurity.org: http://www.futurity.org/us-views-on-gays-lesbians-shift-sharply/ Religious Belief and Views of Homosexuality. (2013, June 6). Retrieved November 5, 2014, from http://www.people-press.org: http://www.people-press.org/2013/06/06/section-3-religious-belief-and-views-of-homosexuality/ Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays. (2013, June 6). Retrieved November 5, 2014, from http://www.people-press.org: http://www.people-press.org/2013/06/06/section-2-views-of-gay-men-and-lesbians-roots-of-homosexuality-personal-contact-with-gays/

Cloning Madness Essays -- Science Genetics Biology Papers

Cloning Madness Cloning, a topic that has recently caused mayhem all over the world, is possible, but will it be here to stay? The astonishing news that scientists had cloned a sheep a couple of years ago sent people into panic at the thought that humans might be next. "Cloning is a radical challenge to the most fundamental laws of biology, so it's not unreasonable to be concerned that it might threaten human society and dignity" (Macklin 64). Since most of the opposition is coming from the pure disgust of actually being able to clone species, it makes it difficult for people to get away from the emotional side of the issue and analyze the major implications cloning would have for society. To better understand this controversial issue, the pros and cons of cloning will be discussed. In "Human Cloning? Don't Just Say No," Ruth Macklin states that while human cloning might not offer any benefits, no one has yet made a persuasive case that it would do any real harm either. Theologians contend that to clone a human would violate human dignity...But why suppose that cloned persons wouldn't share the same rights and dignity as the rest of us? ...There's the fear...that parents might clone a child to have 'spare parts' in case the original child needs an organ transplant. But parents of identical twins don't view one child as an organ farm for the other. Why should cloned children's parents be any different? ...Even if human cloning offers no obvious benefits to society why ban it? (64) Macklin also states that in a democratic society we don't usually pass laws outlawing things before there is actual or probable evidence of harm. The same laws that now protect human rights should govern human cloning. "A world not safe ... ... March 10, 1997: 59-63. Kluger, Jeffrey. "Will We Follow the Sheep?" Time March 10, 1997: 69-72. Kolata, Gina. "Scientist Urge Senators Not to Rush to Ban Human Cloning." The New York Times March 13, 1997. Lewis, Thomas. "The Hazards of Science." The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. New York: St. Martin's Press, 1997. 236-242. Macklin, Ruth. "Human Cloning? Don't Just Say No." U.S. News & World Report March 10, 1997: 64. Nash, J. Madeline. "The Age of Cloning." Time March 17, 1997: 62-72. Savage, David. "3 to 5 Year Ban on Any Human Cloning Is Urged." The Los Angeles Times June 8, 1997. Shelley, Mary. "Frankenstein." The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. New York: St. Martin's Press, 1997. 230-235. Stipp, David. "The Real Biotech Revolution." Fortune March 31, 1997: 54. Cloning Madness Essays -- Science Genetics Biology Papers Cloning Madness Cloning, a topic that has recently caused mayhem all over the world, is possible, but will it be here to stay? The astonishing news that scientists had cloned a sheep a couple of years ago sent people into panic at the thought that humans might be next. "Cloning is a radical challenge to the most fundamental laws of biology, so it's not unreasonable to be concerned that it might threaten human society and dignity" (Macklin 64). Since most of the opposition is coming from the pure disgust of actually being able to clone species, it makes it difficult for people to get away from the emotional side of the issue and analyze the major implications cloning would have for society. To better understand this controversial issue, the pros and cons of cloning will be discussed. In "Human Cloning? Don't Just Say No," Ruth Macklin states that while human cloning might not offer any benefits, no one has yet made a persuasive case that it would do any real harm either. Theologians contend that to clone a human would violate human dignity...But why suppose that cloned persons wouldn't share the same rights and dignity as the rest of us? ...There's the fear...that parents might clone a child to have 'spare parts' in case the original child needs an organ transplant. But parents of identical twins don't view one child as an organ farm for the other. Why should cloned children's parents be any different? ...Even if human cloning offers no obvious benefits to society why ban it? (64) Macklin also states that in a democratic society we don't usually pass laws outlawing things before there is actual or probable evidence of harm. The same laws that now protect human rights should govern human cloning. "A world not safe ... ... March 10, 1997: 59-63. Kluger, Jeffrey. "Will We Follow the Sheep?" Time March 10, 1997: 69-72. Kolata, Gina. "Scientist Urge Senators Not to Rush to Ban Human Cloning." The New York Times March 13, 1997. Lewis, Thomas. "The Hazards of Science." The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. New York: St. Martin's Press, 1997. 236-242. Macklin, Ruth. "Human Cloning? Don't Just Say No." U.S. News & World Report March 10, 1997: 64. Nash, J. Madeline. "The Age of Cloning." Time March 17, 1997: 62-72. Savage, David. "3 to 5 Year Ban on Any Human Cloning Is Urged." The Los Angeles Times June 8, 1997. Shelley, Mary. "Frankenstein." The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. New York: St. Martin's Press, 1997. 230-235. Stipp, David. "The Real Biotech Revolution." Fortune March 31, 1997: 54.

Abigail Adams

Adams used the rhetorical strategies of logos, ethos, and pathos to guide her son In a direction that will push him to take advantage of the world he lives in to broaden his mind and understand the importance of engaging himself in society. First, Abigail uses logos in her writing. One of her ways to push her son in the direction she wants is for him to understand that developing the things he already knows will contribute to his broadening.She wrote, â€Å"Your knowledge of the language must give you greater advantages now than you could possibly have reaped whilst ignorant of it; and as you increase in years, you will find your understanding opening and daily Adams). She wants him to realize that if he can utilize the things he already knows, then his comprehension of life will become deeper. HIS advantage Is that he Is surrounded by countless opportunities In which he can go and apply his knowledge, but he needs to see It.Another way Abigail tries to push him Is by telling him th at, â€Å"When a mind Is raised and animated by scenes that engage the heart, then those qualities, which would otherwise lie dormant, wake into Adams). Not only is she stressing the part about him needing to utilize his knowledge, but she is also pointing out, again, that he will never know what he is capable of until he wakes it up. The use of logos is strategic because it reassures the on of what could be if he would Just look into his mind. Second, she uses ethos in her letter to her son.Abigail claims to her son that she has met with an author and he compares â€Å"a Judicious traveler to a river, that increases Its stream the further it flows from Its source; or to certain springs, which, running through rich veins of minerals, Improve their qualities as they pass along. â€Å"(Unknown author). This Is the point she used to remind her son to take advantage of the world. He needs to be ‘a river' and soak up all the knowledge or ‘minerals' he can. The new knowledg e will improve him as a person because it will allow his mind to broaden, plus it is an act of engaging in society and the world.To back up her point of ethos, Abigail wrote, â€Å"All history will convince you of this, and that wisdom and penetration are the fruit of experience, not the lessons of retirement and Adams). ‘All of history is a very large statement. This furthers her want for him to go out, take advantage of his world, and experience things to expand his understanding. She reminds him that the only way to broaden one's mind and gain wisdom and knowledge is through experience or engagement. Her strategic use of ethos can get her point across to her son that participating In life and In society will allow him to gain a variety of qualities.Lastly, Ball used the strategy of pathos to further gulled her son. Since she Is a mother, she uses status to her advantage. In the beginning, she apologizes to make sure that her son lets go of any hostility towards her for mak ing him go on a voyage â€Å"It will be expected of you, my son†¦ â€Å", â€Å"†¦ Under the instructive eye of a tender parent†¦ â€Å", meet it is your lot, my son, to be an eyewitness†¦ In your own native land†¦ † , † †¦ O have a parent who has taken so large and active a share in this contest†¦ â€Å", and â€Å"†¦ Nor your country, and render your parents supremely happy, particularly your ever affectionate mother. † These small pieces that were slipped into sentences reinforce her status. She is the mother and she has the power in the end, but she hopes he will do it on his own, with the help of this letter. Her usage of pathos is the factor that has the ability to thoroughly convince him to do her wishes. Abigail Adams knew exactly what she wanted for her son and she knew what needed to happen for him to see it as well. The letter she wrote captures all the things she hoped for him to experience and learn.The use of rhetorical strategies allowed her to convey her wishes because each strategy, logos, ethos, and pathos, served a specific purpose. Logos showed her son why he should listen to her. Ethos let him know that his mother was not the only one to think these things. Finally, pathos was the side that enabled Abigail to use her mother status. After all of her words were written, she hoped that her son would understand how important it was to allow the world to give you knowledge and use said knowledge in return to broaden the mind and it's horizons.

Amnesty for Illegal Aliens essays

Amnesty for Illegal Aliens essays The additional amnesties proposed by the Mexican government should be rejected. Amnesties are never-ending, open-ended rewards for illegality. Amnesty for illegal immigrants world, rewards lawbreakers. Illegal aliens harm the American workforce. Illegal aliens displace an estimated 659,00 American workers every year, at a cost of 3.5 billion a year. The cheap labor that illegal immigration provides depresses the wages and working conditions of the working poor. Under a device invented by the courts, many illegal aliens are allowed to receive welfare without fear of deportation. Other illegal aliens get welfare the same way they get jobs, document fraud. In many cities, false documents can be bought on the street for as little as $40. With false documents, an illegal aliens right to work or welfare goes unquestioned. With the cost of displacing American workers, the cost of giving welfare to needy illegal aliens, and the cost of providing them general services, it is estimated that the annual cost of illegal immigrants is 19 billion. INS study after ten years in the united states, that average amnestied illegal alien had only a 7th grade education and an annual salary of less than 9,000 a year. Encourages more illegal immigration: amnesties always lead to more illegal immigration, and aliens around the world will sneak into the united states to be part of the next amnesty. We granted amnesty to 3 million illegal workers in 1986, only to see the number of illegal aliens rise to an estimated 11 million in 2000. Amnesty is not a cure for illegal immigration; it is a cause of illegal immigration. Rather than simply granting amnesty to millions of illegal immigrants, American policy should focus on incentives to illegal workers to return home. They arrived here with out our help; they will leave the same way if we dont dangle another amnesty before them. The interests of immigrants and the concerns of American busi ...

Conditions for Using a Binomial Distribution

Conditions for Using a Binomial Distribution Binomial probability distributions are useful in a number of settings. It is important to know when this type of distribution should be used. We will examine all of the conditions that are necessary in order to use a binomial distribution. The basic features that we must have are for a total of n independent trials are conducted and we want to find out the probability of r successes, where each success has probability p of occurring. There are several things stated and implied in this brief description. The definition boils down to these four conditions: Fixed number of trialsIndependent trialsTwo different classificationsThe probability of success stays the same for all trials All of these must be present in the process under investigation in order to use the binomial probability formula or tables. A brief description of each of these follows. Fixed Trials The process being investigated must have a clearly defined number of trials that do not vary. We cannot alter this number midway through our analysis. Each trial must be performed the same way as all of the others, although the outcomes may vary. The number of trials is indicated by an n in the formula. An example of having fixed trials for a process would involve studying the outcomes from rolling a die ten times.  Here each roll of the die is a trial. The total number of times that each trial is conducted is defined from the outset. Independent Trials Each of the trials has to be independent. Each trial should have absolutely no effect on any of the others. The classical examples of rolling two dice or flipping several coins illustrate independent events. Since the events are independent we are able to use the multiplication rule to multiply the probabilities together. In practice, especially due to some sampling techniques, there can be times when trials are not technically independent. A binomial distribution can sometimes be used in these situations as long as the population is larger relative to the sample. Two Classifications Each of the trials is grouped into two classifications: successes and failures. Although we typically think of success as a positive thing, we should not read too much into this term. We are indicating that the trial is a success in that it lines up with what we have determined to call a success. As an extreme case to illustrate this, suppose we are testing the failure rate of light bulbs. If we want to know how many in a batch will not work, we could define success for our trial to be when we have a light bulb that fails to work. A failure of the trial is when the light bulb works. This may sound a bit backward, but there may be some good reasons for defining the successes and failures of our trial as we have done. It may be preferable, for marking purposes,  to stress that there is a low probability of a light bulb not working rather than a high probability of a light bulb working. Same Probabilities The probabilities of successful trials must remain the same throughout the process we are studying. Flipping coins is one example of this. No matter how many coins are tossed, the probability of flipping a head is 1/2 each time. This is another place where theory and practice are slightly different. Sampling without replacement can cause the probabilities from each trial to fluctuate slightly from each other. Suppose there are 20 beagles out of 1000 dogs. The probability of choosing a beagle at random is 20/1000 0.020. Now choose again from the remaining dogs. There are 19 beagles out of 999 dogs. The probability of selecting another beagle is 19/999 0.019. The value 0.2 is an appropriate estimate for both of these trials. As long as the population is large enough, this sort of estimation does not pose a problem with using the binomial distribution.

Free Essays on Marriage In Victorian Times

Love and marriage- in today’s modern sense when we think of a wedding we often associate these two terms together. We think of dating and boyfriends and girlfriends and experimenting with different partners until we are sure we have found our true love. This was not a luxury that the Victorians had. The two texts that we read, Jane Austen’s Pride and Prejudice and Charles Dicken’s Great Expectations, both represent different courtship and marriage rituals taken from their perspective time periods. In this paper I shall explore these different rituals within the different social classes represented. Views of marriage and social class in the society of nineteenth century England were very different from views in modern American society. There were two concerns when dealing with marriage in England during this time period. These issues were social class and wealth. Love was often not a luxury that they could afford when mates were chosen. In Pride and Prejudice Austin shows that marriage was not an act of love, but rather an act of survival. Women were often married off to gain wealth and stability in society, while men, on the other hand, married for comfort and companionship and to fulfill the norm of society. The marriages in this story consisted of people from the upper classes. The marriages in Great Expectations, on the other hand were primarily from the middle class. They dealt with emotions to an extent, but were primarily about financial or societal gain. In Pride and Prejudice, Mrs. Bennet wife and mother of five daughters had a simple view of marriage. Her goal was to marry each, if not all at least one, of her daughters off to the man who had the most money and was most prominent in society. Most mothers of the time engaged in this activity to an extent, however, due to the entailment of their estate, this task consumed her entire life. The story focuses primarily on two courtships- those between Darcy ... Free Essays on Marriage In Victorian Times Free Essays on Marriage In Victorian Times Love and marriage- in today’s modern sense when we think of a wedding we often associate these two terms together. We think of dating and boyfriends and girlfriends and experimenting with different partners until we are sure we have found our true love. This was not a luxury that the Victorians had. The two texts that we read, Jane Austen’s Pride and Prejudice and Charles Dicken’s Great Expectations, both represent different courtship and marriage rituals taken from their perspective time periods. In this paper I shall explore these different rituals within the different social classes represented. Views of marriage and social class in the society of nineteenth century England were very different from views in modern American society. There were two concerns when dealing with marriage in England during this time period. These issues were social class and wealth. Love was often not a luxury that they could afford when mates were chosen. In Pride and Prejudice Austin shows that marriage was not an act of love, but rather an act of survival. Women were often married off to gain wealth and stability in society, while men, on the other hand, married for comfort and companionship and to fulfill the norm of society. The marriages in this story consisted of people from the upper classes. The marriages in Great Expectations, on the other hand were primarily from the middle class. They dealt with emotions to an extent, but were primarily about financial or societal gain. In Pride and Prejudice, Mrs. Bennet wife and mother of five daughters had a simple view of marriage. Her goal was to marry each, if not all at least one, of her daughters off to the man who had the most money and was most prominent in society. Most mothers of the time engaged in this activity to an extent, however, due to the entailment of their estate, this task consumed her entire life. The story focuses primarily on two courtships- those between Darcy ...

Critically evaluate the statement that 'leadership can make a Essay

Critically evaluate the statement that 'leadership can make a difference to organisational performance' - Essay Example The renewed interest in interest in leadership has come from the constantly changing environment in which organisations began facing from the later part of the last century. The new challenges have brought out the importance of leadership in organisations as executive jobs become more a leadership job rather than a management job. In general the concept of leadership is very powerful and "capable of conveying much more than can be contained within a concise definition". (Sadler 2003 p, 2)The definition of leadership can be viewed from two angles; one as a process in an organisation where persons at various levels exert non-coercive influence to direct and coordinate various members of organisation towards its goals and the other from the point of view of property of individuals i.e. as a set of behavior characteristics, personal qualities by which an individual successfully exerts influence, again, to direct and coordinate (Moorhead 2000, p, 352). The word coercive is what distinguishes between the act of a manager who (could if necessary) exerts influence by virtue of the power and position he holds and the leader who does it without. A good manager necessarily need not mean a good leader and vice versa. In the organizational contest, a good leader will have to be a good manager, if he were to be successful. There are many ways in which the difference between managerial way of seeing and doing things and leader ways of doing and seeing things can be distinguished. "Managers does things right, the leader does the right things. "(Bennis 1989, p4). A manager's role in an organisation is described in terms of goal setting, planning organizing and controlling. Very often he gets people to do things by virtue of authority of his office, his dealings with people (customers, employees) is based on contractual aspects and position. The leader's role is to create and articulate vision and create directions; communicate and persuade all stakeholders to work towards it; empower, energize, facilitate, align and motivate people to work in a way that organisations and the individual goals are met. However an ideal leader in terms of domain knowledge, technical competence, conceptual skills etc. will be as good as the manager. Describing the performance of Jell Barad as CEO of Mattel, Moorehead (2000, p 354) shows her to be an ideal combination of manager and leader. These differences are somewhat derived from the transactional and transformational theories of leadership. The manager way of doing things is attributed to the transactional theory of leadership, whereas leader ways of doing things is related to transformational theory of leadership. Lee Iacocca's turnaround of Chrysler motors is shown as a typical case of transformational leadership. Typically a manger kind of role for executives is described as one that is suitable in an environment that is stable, orderly and predictable and the leader role as one most important in a changing and dynamic environment, a situation of constant change such as one organisations face today. Leadership theories There are several theories of leadership based on property. Early theories tried to identify traits and behavior which were the hallmark of good leaders, based on a historical study. Initially studies tried to

Levels of Analysis, Realism, and Liberalism Essay

Levels of Analysis, Realism, and Liberalism - Essay Example In the individual level, it is posited that a particular war -- which is a form of an international phenomenon -- is caused mainly by an individual, generally or specifically. Further, the factor at the individual level is substantially an immediate one (Cashman and Robinson 4). It is widely believed that the immediate cause of the 2003 Iraq War was primarily in the individual level. More specifically, U.S. President George W. Bush was the mastermind on why America went to war against Saddam Hussein’s Iraq. His personality or belief system was an important factor in realizing the war. If Al Gore had been the U.S. president, Levy and Thompson assert that America would probably have not invaded Iraq in the post-9/11 era (212). In the state level of analysis, war -- such as the Iraq War -- is significantly caused by the nature or form of the state, government, or political party. Hallenberg and Karlsson contend that the 2003 Iraq War had materialized due essentially to the Republ ican Party’s neo-conservative stance (233). Also known as neo-imperialism, the Republican Party believes in the so-called â€Å"manifest destiny† in which America is tasked to free the â€Å"savage† countries from fascism, terrorism and others. It must be noted that Iraq, in the pre-Iraq War, was dominated by a dictatorial leader. To free the Iraqi people from bondage and oppression, America via the Republican Party went to war against terrorism. ... Particularly using the realist paradigm, scholars and people are able to view this war phenomenon in a more objective fashion. Perhaps it is true that the individual level is somewhat compelling in saying that it is immediate cause of the Iraq War; nevertheless, the whole picture elucidates that there are bigger forces or factors that greatly shaped the realization of war: power politics. In the pre-Iraq War period, the U.S. arguably felt threatened, real or imagine, with Iraq’s rising military power under Saddam Hussein. Based from the realist framework, the logical action for the superpower U.S. to do was to invade Iraq in order to secure America’s survival. The system level provides a much bigger picture in analyzing why America went to war. Compare and Contrast: Realism and Liberalism D’Anieri differentiates the two popular paradigms prominent in the field of international politics: between realism and liberalism. These two theories or praxes differ markedly on how they generally view the world politics. On the one hand, realism sees the international political arena in a more pessimistic way (D’Anieri 60). As its fundamental precept, the praxis of realism stipulates that states or nation-states greatly vie for power. D’Anieri notes that realism highly considers the theories of hegemonic stability and balance of power. Their similarities basically define the concept of realism: (1) anarchy is the major condition that constrains state action and/or policy, (2) rational/unitary states are the fundamental actors in the international political scene, (3) distribution of power defines and confines the system, among other things

Introduction to Personal and Professional Practice - Final Assignment Essay

Introduction to Personal and Professional Practice - Final Assignment - Essay Example However, experience alone cannot impact learning outcomes unless an individual is taught how to reflect or look back and apply their experience in the milieu of today’s dynamics. According to Boud et al. (1985, p. 7) experience-based learning is essentially a combination of three distinct phases; preparation, engagement and processing. During the course of the module I realized that real life experiences and happenings influenced my approach towards the learning outcomes the most, specifically in the preparation stage where I gradually began to comprehend then define the targets I associated with and ultimately hoped to achieve through the learning experience. Even though, researchers such as Day (1993) have audaciously asserted that the role of reflection in personal and professional development has proved to be insufficient, I still hold the view that the strong correlation between experience-based learning and structured reflection as established by Boud et al. (1985) is im perative to the achievement of desired outcomes, aims and objectives when undertaking efforts to seek personal and professional enhancement. ... earning experience was greatly enhanced once it was understood that knowledge of personal and professional development and practice has the ability to shape the course of an individual’s career by aiding skill enhancement, developing problem-solving expertise and promoting critical thinking. According to a research conducted by Liaw and Huang (2012), the self-regulation ability of a learner in an e-learning environment is dependent upon two variables; the extent to which the learner is satisfied with the knowledge being offered and the degree to which the learner perceives the learning outcome as useful or of practical application in a workplace setting. It should be noted that based on the aforementioned research, perceived satisfaction and usefulness of e-learning initiatives in the practical world as well as the interactive setting itself can be established as a basic need of learners, the inexistence of which can discourage potential pupils from exercising commitment towar ds successfully completing the module or even opting for it in the first place. Supervisors, mentors and teachers can employ the findings of such studies to identify the specific requirements of learners when designing personal and professional development programs to ensure that participants reap maximum benefits out of the curriculum which has wider applicability in a practical scenario. This part of the essay will discuss the skills and techniques that are required to continue effective learning. Ames and Archer (1988) concluded that motivation processes based on goal-orientation are a critical factor in facilitating effective learning, perhaps because an individual’s efforts that are directed towards the achievement of an objective also revive the notion of self-efficacy that is based upon

Principles of Economics Essay Example | Topics and Well Written Essays - 1500 words

Principles of Economics - Essay Example Other significant feature of this market model is the presence of a great deal of non-price competition as control over price is limited by their mutual interdependence. This is one of the significant behaviors of oligopolies when it comes to their pricing strategy. To have a better understanding of this oligopolistic pricing behavior, we will adopt a game theory model and use the matrix illustrated below. FIGURE 1. GAME THEORY AND PRICING STRATEGY Applying game theories in pricing strategies work like what is shown in Figure 1. Supposed we have the two oligopolists, Firm 1 and Firm 2 and each can choose either a high or low price. Their payoff matrix shows that if both firms will choose a high price, each will make $6 million but if both decided to sell at a low price, each will make $4 million. However, if one of them chooses a high price and the other one chooses a low price, the low- priced firm will make $8 million but the high-priced firm will only make $2 million. So, they wil l end up charging the low price because it is the dominant strategy. Oligopolists who are independent compete with respect to price and this will result to lower prices and lower profits. Consumers will end up benefitting from this. On the other hand, the oligopolists are at disadvantage because they will experience lower profits than if they both had charged high price. To avoid the outcome lower profit, they would rather choose to collude than to establish price competitively or independently. But the positive effect of collusion on variety and quality more than compensates consumers for the negative effect of collusive prices, so that consumer surplus is larger with collusion (Pakes 2000, p.1). Collusion is a situation in which firms act together and in agreement to set price of the product and the output each firm will produce or determine the geographic area in which each firm will sell (McConnell and Brue 1993 p.224). It may be in an overt or covert form. The most comprehensiv e form of an overt collusion is the cartel which typically involves a written agreement with respect to both price and production. Cartels can control output by making sure that the market is shared among members and the agreed price is maintained in the market (Lande and Marvel 2008, par. 2). The Organization of Petroleum Exporting Countries (OPEC) is one of the most successful oil cartel in the world. There are countries like United States where cartels are illegal and there is a strict enforcement of anti-trust laws (Danieljensenlaw.com par.2). So, in cases like this, oligopolists tend to collude implicitly This can be done through tacit collusion. â€Å"Tacit collusion† need not involve any â€Å"collusion† in the legal sense, and in particular need involve no communication between the parties. It is referred to as tacit collusion only because the outcome (in terms of prices set or quantities produced, for example) may well resemble that of explicit collusion or ev en of an official cartel. A better term from a legal perspective might be â€Å"tacit coordination† (Marc, Julliene and Rey 2003, p.4). This may be seen in form of a price leadership. In the theory of price leadership, the basic assumption is that the dominant firm- usually the largest or the most efficient firm in the industry- sets the price and allows the other firms to sell all they can at that price

Marijuana and Prostitution Coursework Example | Topics and Well Written Essays - 750 words

Marijuana and Prostitution - Coursework Example The process of using one’s body to eaer money has been done in the olden ages and the pre historic times since the advent of the man into the earth. As of now, prostitution is not legalized in many jurisdictions all over the world. Countries such as the Netherlands have been able to legalize prostitution due to their progressive ideas and the fact that it is a huge way of making money through taxing this profession. In the following paragraphs I will explain whether prostitution is like any other crime, and if not then why do we need to legalize the oldest profession in the world. Question: 1 Whether Prostitution is like any other crime in the world? Prostitution is the art of providing the pleasure of sex on a continued basis for a long time. It has often been remarked that prostitution is like any other crime, but when one has a closer look at things and analyses them from a different perspective, one arrives at a conclusion that prostitution is not like any other crime. To commit a crime, there are two essential components, which have to be fulfilled by the person committing the crime. The first is the fact that there should be Mens Rea, and the second is the fact that there should be Actus Resus. Mens Rea is the guilty mind, while actus reus is the act committed by the guilty mind. A guilty mind under the definition of criminal law would constitute a mind which has negativism imbibed in it along with having a wrong intention of doing things in his/her favour. Prostitution is not connected with the guilty mind at all, if it was then having sex in the bedroom would also constitute to having a guilty mind and would have therefore been labeled as a crime. The imperative understanding which needs to be made here is that prostitution is nothing but providing the services of sex, and nothing else. We avail the services of law, other pleasure seeking services, then under the same perspective and the same context we also seek the services of Sex, and therefor e nothing wrong should be perceived in that context. Prostitution should be legalized for two significant reasons. The first one is the fact that there is no inclusion of any sort of guilty mind in the process of availing these services. The primary reason for availing this service is for pleasure seeking purpose and not from a criminal intention. The second reason is to have a check on the spread of STDs, especially AIDS. If prostitution is legalized all over the world, especially in countries such as India and South Africa, then it would help dramatically in having a check on AIDS along with the process of the controlling the same. Question 2: Whether Marijuana should be legalized? Yes, Marijuana should be legalized. In the United States, Marijuana has already been legalized in Colorado and Washington. This is just the beginning. The primary reason behind the legalization is again the same as prostitution. There is no criminal intent or any element criminality in the use and distr ibution of the drug. There have been many theories as to why marijuana was banned in the first place, but it must be understood and examined by the scholars that marijuana was the first drug of its kind, which provided pleasure to the human mind and brought him relaxation. The use of Marijuana for personal consumption has to be legalized in more places in the USA. The process can be initiated by having decriminalization legislation in place, and then once the response is understood and the feedback is received, then the process of legalization can be initiated. All this will happen in due course of time, and therefore although we need to keep moving slowly, we need to make sure that we move in the right direction. The benefits of legalization of Marijuana will be in a huge number. First of all, it will add as a source

Suicides linked to bullied victims Research Paper

Suicides linked to bullied victims - Research Paper Example Many innocent lives have been lost owing to this problem of bullying and these precious lives could have been saved if proper intervention and help was provided for these issues. Bullying can be defined as acts of aggression which tend to humiliate the victim through every possible mean. According to Olweus, ‘A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students’ (Olweus 2001 p 5-6). Thus, bullying is basically a means of degrading a person to an extent that he may lose his confidence and morale and tend to consider options like suicide as the only solution. Different incidents have marked the severity of this act of bullying. Innocent young teenagers have died due to being the victims of humiliation. The examples of Tylor Cementi who was an 18 year old boy and Phoebe Prince who was a 15 year old girl serve as eye openers to highlight the issue of bullying. Tylor Cementi was a bright and intelligent boy who enrolled new in his university. Cementi was a homosexual and his sexual orientation was used as a point to bully him. His colleagues plotted against him and made a video of his private encounter with his homosexual partner. They then posted it on the internet which served to publicize a private encounter of Clementi. The young boy could not face this humiliation and he found it easier to submit him to death rather than face this embarrassment. He jumped off a bridge and committed suicide. The suicide of Tylor Clementi was a tragic incident and it was an example of cyberspace bullying. It left a great impact (Schwartz 2011). Phoebe Prince enrolled new in her school, South Hadley High School  after she moved from Ireland to the United States with her family. She became the target of the bullies and had to undergo severe pressure and mental exertion. She was bullied for three months in her school by different means which include calling her with names as well as physical harassment by the bullies. They used to give her disgracing names to humiliate her. The social networking sites served as another way to further bully Phoebe and to further publicly humiliate her. She finally could not face the pressure and gave up her race of life and committed suicide. Her death came as a shock and it served a great effect owing to the fact her suicide had just shortly followed the suicide of another young boy of 11 years in a school located in close vicinity to South Hadley High School. Serious notice of the incident was taken by the governing body in the state of Massachusetts which started formulating plans for the passage of laws to check into matters of bullying. The school also started to consider the issue seriously and started working towards creation of bodies to tackle the issue of bullying (Eckholm and Zezima 2010). Strong correlations and links between suicide and bullying have been reported. There has been an alarming rise in the suicide rate throughout the world. It is analyzed that amongst youth suicide ranks as the third reason of death. The CDC reports that 4400 deaths can attributed to suicide annually. Students who are enrolled in high school show very high levels of suicide and it has been analyzed that 7 percent of these students have actually tried to commit suicide. A research conducted by the Yale

Principles of Economics Essay Example | Topics and Well Written Essays - 1500 words

Principles of Economics - Essay Example Other significant feature of this market model is the presence of a great deal of non-price competition as control over price is limited by their mutual interdependence. This is one of the significant behaviors of oligopolies when it comes to their pricing strategy. To have a better understanding of this oligopolistic pricing behavior, we will adopt a game theory model and use the matrix illustrated below. FIGURE 1. GAME THEORY AND PRICING STRATEGY Applying game theories in pricing strategies work like what is shown in Figure 1. Supposed we have the two oligopolists, Firm 1 and Firm 2 and each can choose either a high or low price. Their payoff matrix shows that if both firms will choose a high price, each will make $6 million but if both decided to sell at a low price, each will make $4 million. However, if one of them chooses a high price and the other one chooses a low price, the low- priced firm will make $8 million but the high-priced firm will only make $2 million. So, they wil l end up charging the low price because it is the dominant strategy. Oligopolists who are independent compete with respect to price and this will result to lower prices and lower profits. Consumers will end up benefitting from this. On the other hand, the oligopolists are at disadvantage because they will experience lower profits than if they both had charged high price. To avoid the outcome lower profit, they would rather choose to collude than to establish price competitively or independently. But the positive effect of collusion on variety and quality more than compensates consumers for the negative effect of collusive prices, so that consumer surplus is larger with collusion (Pakes 2000, p.1). Collusion is a situation in which firms act together and in agreement to set price of the product and the output each firm will produce or determine the geographic area in which each firm will sell (McConnell and Brue 1993 p.224). It may be in an overt or covert form. The most comprehensiv e form of an overt collusion is the cartel which typically involves a written agreement with respect to both price and production. Cartels can control output by making sure that the market is shared among members and the agreed price is maintained in the market (Lande and Marvel 2008, par. 2). The Organization of Petroleum Exporting Countries (OPEC) is one of the most successful oil cartel in the world. There are countries like United States where cartels are illegal and there is a strict enforcement of anti-trust laws (Danieljensenlaw.com par.2). So, in cases like this, oligopolists tend to collude implicitly This can be done through tacit collusion. â€Å"Tacit collusion† need not involve any â€Å"collusion† in the legal sense, and in particular need involve no communication between the parties. It is referred to as tacit collusion only because the outcome (in terms of prices set or quantities produced, for example) may well resemble that of explicit collusion or ev en of an official cartel. A better term from a legal perspective might be â€Å"tacit coordination† (Marc, Julliene and Rey 2003, p.4). This may be seen in form of a price leadership. In the theory of price leadership, the basic assumption is that the dominant firm- usually the largest or the most efficient firm in the industry- sets the price and allows the other firms to sell all they can at that price

Suicides linked to bullied victims Research Paper

Suicides linked to bullied victims - Research Paper Example Many innocent lives have been lost owing to this problem of bullying and these precious lives could have been saved if proper intervention and help was provided for these issues. Bullying can be defined as acts of aggression which tend to humiliate the victim through every possible mean. According to Olweus, ‘A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students’ (Olweus 2001 p 5-6). Thus, bullying is basically a means of degrading a person to an extent that he may lose his confidence and morale and tend to consider options like suicide as the only solution. Different incidents have marked the severity of this act of bullying. Innocent young teenagers have died due to being the victims of humiliation. The examples of Tylor Cementi who was an 18 year old boy and Phoebe Prince who was a 15 year old girl serve as eye openers to highlight the issue of bullying. Tylor Cementi was a bright and intelligent boy who enrolled new in his university. Cementi was a homosexual and his sexual orientation was used as a point to bully him. His colleagues plotted against him and made a video of his private encounter with his homosexual partner. They then posted it on the internet which served to publicize a private encounter of Clementi. The young boy could not face this humiliation and he found it easier to submit him to death rather than face this embarrassment. He jumped off a bridge and committed suicide. The suicide of Tylor Clementi was a tragic incident and it was an example of cyberspace bullying. It left a great impact (Schwartz 2011). Phoebe Prince enrolled new in her school, South Hadley High School  after she moved from Ireland to the United States with her family. She became the target of the bullies and had to undergo severe pressure and mental exertion. She was bullied for three months in her school by different means which include calling her with names as well as physical harassment by the bullies. They used to give her disgracing names to humiliate her. The social networking sites served as another way to further bully Phoebe and to further publicly humiliate her. She finally could not face the pressure and gave up her race of life and committed suicide. Her death came as a shock and it served a great effect owing to the fact her suicide had just shortly followed the suicide of another young boy of 11 years in a school located in close vicinity to South Hadley High School. Serious notice of the incident was taken by the governing body in the state of Massachusetts which started formulating plans for the passage of laws to check into matters of bullying. The school also started to consider the issue seriously and started working towards creation of bodies to tackle the issue of bullying (Eckholm and Zezima 2010). Strong correlations and links between suicide and bullying have been reported. There has been an alarming rise in the suicide rate throughout the world. It is analyzed that amongst youth suicide ranks as the third reason of death. The CDC reports that 4400 deaths can attributed to suicide annually. Students who are enrolled in high school show very high levels of suicide and it has been analyzed that 7 percent of these students have actually tried to commit suicide. A research conducted by the Yale

Conflicting Perspectives Essay Example for Free

Conflicting Perspectives Essay Composers are able to evoke in the audience certain reactions to characters or events in their texts by presenting conflicting perspectives on different issues through the manipulation of the language forms and features of their medium, often communicating their own ideas about issues in question, which results in the creation of meaning within their texts. (?). David Guterson in his 1995 novel Snow Falling on Cedars (Snow) and Henry Bean in his 2001 film The Believer (Believer) demonstrate conscious choices made regarding structure and techniques in the construction of their texts in order to represent conflicting perspectives exploring ideas on racial prejudice and hatred and cultural contrasts and thus engage the audience. Composers can examine racial/religious prejudice brought on by war by using form specific techniques to present conflicting perspectives on the same event, designed to incite certain audience responses. Guterson, in Snow, purposely presents conflicting perspectives between Arthur Chambers and Hatsue and other members of the white community on San Piedro, particularly Etta Heine, in order to draw sympathy for the treatment of the Japanese after Pearl Harbour is bombed. Arthur is empathetic towards them, saying in his local paper the San Piedro Review, â€Å"†¦ those of Japanese descent on this island are not responsible for the tragedy at Pearl Harbour. Make no mistake about it.† The high modality language and short, direct sentences used by Guterson highlights Arthur’s deeply-held opinion of the innocence of the Japanese on the island. In support of Arthur’s argument, Hatsue, through the narrative’s non-linear structure, recalls her pain and confusion at the treatment of her people, saying, â€Å"It just isn’t fair – it’s not fair. How could they do this to us, just like that?† The emotive appeal in addition to Arthur’s article triggers audience support of the Japanese community. Guterson, however, also presents the contrasting racial hatred of the white islanders towards the Japanese. Etta Heine justifies the deportation of the Japanese with blunt, monosyllabic sentences – â€Å"They’re Japs†¦ We’re in a war with them. We can’t have spies around.† The use of the derogative term â€Å"Japs† and the distinct differentiation between â€Å"them†, the Japanese, and â€Å"we†, the white people, illustrates her bigoted hatred of the Japanese. Through the conflicting perspectives of Etta against Arthur and Hatsue, Guterson sways the audience to feel for the ill treatment of the Japanese, and shows them his own opinion on the negative effect of racism in wartime on the perceptions and conduct towards certain groups. Conflicting perspectives are established by Bean in Believer between Daniel, a neo-Nazi who is paradoxically a Jew himself, and a number of Holocaust survivors pertaining to the strength of their actions during WWII which aims to convey a pro-Jewish sentiment to audiences. At a sensitivity training session, Danny is enraged at a Jewish man’s lack of action while watching his son being murdered by a Nazi during the Holocaust. Rapidly cutting over-the-shoulder shots between Danny and the Jews indicate their opposing views. A close-up of Danny when he is asked by the Jews what he would have done in the situation shows his contempt and incredulous disbelief of the Jews’ weakness as he replies â€Å"Not what he did. Just stand there and watch?† Bean immediately employs a close-up reaction shot of the female Jew who rebuts with, â€Å"How do you know? You’ve never been tested like he has. Here in his rich, safe, stupid country it is so easy to imagine oneself a hero.† The personal address through 2nd person and the accumulation of adjectives to build a negative image of America strongly opposes Danny’s prejudiced conviction that Jews are pathetic, and also appeals to audiences the idea that religious prejudice towards Jews is unjustified. As Guterson does in Snow, conflicting perspectives are represented by Bean in order to sway his audience to respond negatively to unfounded sentiments of prejudice. Conflicting perspectives between characters can be used by composers to control the way in which an audience perceives them by exploring the cultural clashes that exist in the text as a reflection of societal (or social?) behaviour. In Snow, Guterson presents conflicting perspectives between Kabuo and the jury during his murder trial. In the opening chapter, a vivid description of Kabuo’s posture and expression is given from the jury’s perspective; he is shown as â€Å"proudly upright†¦ rigid†¦ detached.† This initial portrait portrait of Kabuo makes him suspicious not only to the jury but also to the audience, as Hatsue tells Kabuo using a simile that he â€Å"looks like one of Tojo’s soldiers.† However, Guterson, through the novel’s non-linear structure, refutes this perspective by explaining Kabuo’s behaviour to the audience via a flashback. Through his father’s teachings that â€Å"the greater the composure, the more revealed one was†, the audience learns the reason behind Kabuo’s unemotional stance. Third person omniscient allows the audience to sympathise with Kabuo’s emotive explanation that â€Å"he sat upright in the hope that his desperate composure might reflect the shape of his soul.† Guterson, through conflicting perspectives, influences his audience to understand Kabuo and the impact of contrasting cultural values on the perception of an individual. In Believer, Bean likewise shows contrasting opinions between Danny, who cannot fully repress his secret Jewish identity, and his anti-Semitic ‘skinhead’ friends to create audience sympathy for Danny’s inner struggles with the opposing aspects of his identity. When Danny and his friends break into a synagogue, Daniel shows a surprising respect for his religion which clashes with those of the other neo-Nazis. This directly conflicts with Danny’s character established at the film’s opening, when he violently beats up a Jew for no apparent reason. Wearing a brown shirt symbolising the Nazi SA (brown-shirts), Danny’s dark costuming contrasts with the light coloured one of his Jewish victim, highlighting the evil in his nature. Bean, however, challenges the audience’s view of Danny in order to allow them to understand his conflicting identities. In one frame, Danny is in the foreground walking down an aisle, which is juxtaposed with the othe r Nazis vandalising the synagogue. Their loud, raucous whooping contrasts to that of Danny’s respectful silence, highlighting their different treatments of the Jewish culture. When one of the Nazis tears up a Torah, a sacred Jewish text, after much opposition from Danny, a reaction shot of him shows sadness and pain accompanied by melancholy music, underlining Danny’s unspoken deference for Judaism. Bean’s portrayal of conflicting perspectives on Jewish culture incites the audience to respond more sympathetically towards Danny, and to understand that his veneer is a product of cultural differences in his society. The composers in Snow and Believer have effectively utilised techniques within their medium to represent conflicting perspectives about racial or religious prejudice and cultural differences in order to provoke certain audience responses to the characters, events or situations in their story. This includes reactions of sympathy for a certain perspective or disbelief and even dislike of opposing perspectives. In this way, the composers connect to the audience and generate meaning within their texts. In Snow, Hatsue is confined by the traditions of her culture, as shown when her mother Fujiko says to her â€Å"don’t allow living among the hakujin to become living intertwined with them. Your soul will decay†¦ rot and go sour.† The change in language to refer to the Americans as hakujin and the emotive metaphor of Hatsue’s breakdown of purity highlights Fujiko’s dislike of American culture. This

Sociological Perspectives On Education

Sociological Perspectives On Education During the nineteenth century the founding fathers of Sociology such as Marx, Comte and Durkheim, wanted to accomplish their political objectives by using scientific methods. They wanted people to be convinced of the validity of their views and felt that the best way to achieve this would be to go about this in the most effective way by means of natural science and research methods. Sociologists thus tried to explain how the social system worked. One of the main areas within a social system is education. All children between the ages of five and Sixteen are obliged to attend school, and during term time school children spend over half their waking hours in the classroom. Education in Britain is free and is provided by the welfare state, it is also compulsory, parents who do not send their child to school are breaking the law. According to sociologists in order to have a fully functioning society the members would ideally have to be educated to carry out their role within that society , or society may fall apart. This essay will include a brief look at the history of education and how it has developed into the system we now have today. This essay will also look at two sociological theories on education; Functionalist and Marxist,. Within each of these theories this essay will also highlight three main perspectives; social class, gender and ethnicity. The 1944 Education Act was a significant piece of social and welfare legislation, it required Local Education Authorities to provide state-funded education for pupils, up to the age of 15, that incorporated, to quote, instruction and training as may be desirable in view of their different ages, abilities and aptitudes. The act was devised by Conservative MP Rab Butler (1902-1982), from this came the introduction of the tripartite system which comprised of; Grammar schools for the more academic pupil, Secondary Modern schools for a more practical, non-academic style of education and Technical schools for specialist practical education. Pupils had to take an examination called the 11-Plus and the result of this indicated which type of school the child would be allocated to. Secondary education now became free for all and the school-leaving age rose to 15. The tripartite system could be seen as a way of dividing classes, as it was usually the children from more affluent families that pa ssed the 11-plus examination. (Bell, 2004; MOC; Murray, 2009). In 1965 comprehensive schooling was recommended by the Labour Government in document called the Circular 10/65. The new comprehensive system suited children of all abilities in contrast to the tripartite system. The school leaving age was raised to 16 in 1973. The comprehensive system aimed to eradicate the class divide from the British education system. (Bell, 2004; MOC; Murray, 2009). The 1988 Education Act saw the introduction to the National Curriculum. All education in state funded school was to be made the same and made sure that all school children received the same level of education. Compulsory subjects were introduced which included maths, English, science and religious education. The General Certificate of Secondary Education (GCSE) was introduced to replace O-levels and the Certificate of Secondary Education (CSE). This was another way of trying to make state education classless. (Bell, 2004; MOC; Murray, 2009). Over the years theories of education have been in and out of fashion this was mostly due to which political party was in power at the time and the state of the economy as the two are very much linked. During the 1950à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Functionalism was the dominant force within sociology. During the war the education system had been neglected and was seen as been in a pretty poor state. By the 1970s, structural tensions, inflation, economic stagnation and unemployment, meant that Marxism and other critical theories like Feminism and anti-authoritarian Liberals became far more influential. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The education system was undemocratic, unequal and unfair. Marxists like Raymond Boudon argued that positional theory determined educational success or failure, he is well-known for his studies into of the role of education on social mobility. It was your position in the class structure that gave you an advantage, or a disadvantage, in the competitive world of education. However for Pierre Bourdieu, the working class lacked what he referred to as cultural capital; without which they were doomed to failure. Cultural capital included the valuable cultural experiences of foreign travel, museums, theatre and the possession of a sophisticated register and middle class norms and values. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The functionalist perspective was the dominant theoretical approach in the sociology of education until the 1960s. When considering education functionalists usually ask questions such as; What are the functions of education? What part does it play in maintaining society? What are the relationships between education and other elements of our social system? A typical functionalist response to such questions sees education as transmitting societys norms and values, for example a child that learns to respect the rules at school he will learn to respect societys rules as an adult. Functionalists believe that various parts of society work together for the mutual benefit of society as a whole so therefore education and the economy go hand in hand and school is preparation for the world of work. (Browne, K, 2005; Griffiths Hope, 2000; Haralambus Holburn, 2008) Emile Durkheim was one of the founding fathers of sociology and provided the basic framework for functionalist view of education. He believed that for society to operate efficiently individuals must develop a sense of belonging to something wider than their immediate situation. The education system plays an important part of this process. In particular, the teaching of history enables children to see the link between themselves and the wider society. Talcott Parsons was an American sociologist who further developed Durkheims ideas. He argued that in modern industrial societies education performs an important socialising function. Education helps to ensure the continuity of norms and values through transmitting the culture of society to new generations. Parsons saw the school as a bridge between the family and the wider society. Within the family the childs status is fixed at birth but in wider society new status is achieved through work, friendships and relationships. (Browne, K, 200 5; Griffiths Hope , 2000; Haralambus Holburn, 2008) Parsons also saw that schools prepared children for their roles in adult society through the selection process. Students are assessed and sorted in terms of their abilities and this helps to allocate them to appropriate occupations. Students are also allocated certain occupations in relation to what sex they are, typically girls would be seen as going into more stereotypically feminine roles such as secretaries, hairdressers, beauticians, nurses /care givers or homemakers; whereas boys would be seen as going into more stereotypically masculine roles such as doctors, builders, mechanics, plumbers or firemen. Boys are also seen as being more scientific than girls. However many of these roles are now being integrated by both sexes. Conversely the roles of being care-givers and homemakers are still seen as being innate in females. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Marxist perspective on education differs from that of the functionalist. In Marxs words the ruling class rule also as thinkers, as producers of ideas. These ideas justify their position, conceal their true source of their power and disguise their exploitation of the subject class. A French Marxist philosopher called Louis Althusser argued that no class can hold power for long simply by the use of force. The use of ideas provide a much more useful means of control. He also argued that the education system in modern times has taken over the role of the church as the main agency for ideological control. In the past people accepted their status in life and saw it as being Gods will. Nowadays however people tend to accept their status and role within society from the way in which they have been educated. The upper and middle classes are primed to become the ruling class and the owners of industry, the lower classes are primed to become the workforce. They are taught to accept their fu ture exploitation. Althusser argues that ideology in capitalist society is fundamental to social control. He sees the educational process as essentially ideological. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) For Bowles and Gintis, the education system propagated a hidden curriculum where the working classes learnt to know their place, to obey rules and were also socialised to accept that inequality was natural and inevitable. They also claim that education legitimates social inequality by broadcasting the myth that it offers everyone an equal chance. It follows that people who achieve high qualifications deserve their success. So in other words education is seen as a reward system, those who work hard and gain a good education will have access to the top jobs. Bowles and Gintis stated that Education reproduces inequality by justifying privilege and attributing poverty to personal failure. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Both Marxists and functionalists have been criticised for seeing people as being nothing more than creatures of the social system, thus Bowles and Gintis see teachers as the agents of capital the students as its victims and their situations being shaped by factors which are out of their control. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) In modern day Britain there is a general consensus of opinion that education should be based on equal opportunities. Everyone should have an equal right to develop their abilities to the full regardless of their age, class, ethnicity or gender. However there is clear evidence that in educational terms those who have certain social characteristics are more likely to achieve better results than others, so this shows that there is a distinct relationship between social class and educational attainment. Throughout the twentieth century there is evidence to show that the higher an individuals social class, the more likely they are to have a greater number and higher level of educational qualifications. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) Gender has always been an issue in education. Should both sexes take the same subjects? Do both sexes have the same abilities and aptitude? The introduction of the 1944 Education Act was concerned with enabling free and equal education for all. However there is still a worry that discrimination against girls still takes place throughout the educational system. To feminists this is a reflection of the patriarchal nature of modern industrial society. The school curriculum has become increasingly similar for boys and girls. However, where choice is available, there is still a tendency for girls to choose some subjects and boys others. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) There is no concrete evidence within the education system to prove whether a students ethnicity has any effect on their examination results. Statistics on school leavers and their examination results are a snapshot at one point in time. Individuals may want to catch up on their education once leaving school by attending local colleges. There is evidence to show that ethnic minorities are likely to do this. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) The Swann Report (1985), officially called Education for All, was a government report advocating a multicultural education system for all schools, regardless of institutions, location, age-range or ethnicity for staff/pupils. The report provided clear data on ethnicity and educational attainment, discovering that racism had a causal effect on the educational experiences of black children in the UK. (Griffiths and Hope, 2000). The statistics shown in the Swann Report were drawn from local authorities with a high ethnic concentration. So therefore it could be said that they werent a true depiction of ethnic educational attainment throughout the whole of the country. However due to mass immigration into this country in the last five years some children who come from different ethnic backgrounds are at a disadvantage due to cultural language barriers. (Browne, K, 2005; Griffiths Hope , 2000; Haralambus Holburn, 2008) This essay included a brief look at the history of education and how it has developed into the system we now have today. It also looked at two sociological theories on education; Functionalist and Marxist. The feminist perspective was touched upon when relating education to gender. Within each of these theories essay highlighted three main perspectives; social class, gender and ethnicity. To conclude there are still many barriers to gaining a good education for some of the children in this country due to their class, social stratification, gender or ethnicity. The rich are more likely to get better grades and job opportunities. However some children / young adults may cross the divide and become better educated and move to a high class as an educated adult.

The Scarlet Ibis by James Hurst Essay -- James Hurst Scarlet Ibis

The Scarlet Ibis by James Hurst Foreshadowing, symbolism, and image are all elements which compose style.   All are very important; foreshadowing adds suspense, and symbolism contributes to interpretation.   Image contributes "visual aids" which, also, aid interpretation.   In this classic short story, "The Scarlet Ibis," by James Hurst, foreshadowing, symbolism, and image combine to create a true literary masterpiece. Foreshadowing is one of the elements of style which make "The Scarlet Ibis" great.   For example, the author states, "The last graveyard flowers were blooming, and their smell drifted [through] our house, speaking softly the names of our dead."   This passage clearly foreshadows the death of Doodle.   Also, Hurst comments on Doodle's full name, "William Armstrong," that "such a name sounds good only on a tombstone," again foreshadowing Doodle's death.   Later, Doodle's cries of "Don't leave me!   Don't leave me!" are a parallel to the moment when the terrified little boy once again cries out, "Don't leave me!" when his older brother does actually leave him.   Moreover, Aunt Nicey says... ...n image of desolate grief that the lone brother feels for his lifeless sibling.   Image is truly the most important element in the style of this story. In "The Scarlet Ibis," foreshadowing, symbolism, and image are demonstrated to their full potential.   The frequent foreshadowing hints darkly at Doodle's death, and the unmistakable symbol of the scarlet ibis for Doodle heightens the effect of the image created when the brother huddles over his "fallen scarlet ibis."   Foreshadowing, symbolism, and image really contribute to this story's unique style.

the threat of nuclear proliferation Essay -- essays research papers

One of the foremost growing concerns in the modern globalized world is the increasing rate of nuclear proliferation. Coupled with the burgeoning number of nuclear devices is the threat of a terrorist possibly obtaining a weapon of such magnitude. While one could argue that the rising number of states with nuclear capability is a disturbing prospect, particularly as many pursue such capabilities without the approval of the â€Å"traditional† nuclear powers, terrorists in possession of nuclear arms presents the most horrific outlook concerning nuclear proliferation. Terrorist groups, unlike states, are not organized governmental bodies, which complicates any means of formalized diplomacy or negotiation. Furthermore, unlike as compared to a state, one cannot formally declare war on a terrorist group, thus causing difficulties in regards to concerns of specific conflicts or targets. It is not as if one could penalize a terrorist group with economic sanctions or any other means st ates employ to deter threats from and intimidate one another. The globalized world has created a form of terrorism that knows no borders, and it would be very difficult to exert one’s will on a terrorist group, at least on a large scale. The coinciding fact that terrorists do not conduct warfare in the same manner as states do makes them increasingly unpredictable. A terrorist employment of a nuclear arm would not occur during an organized conflict; rather it would be used in a terrorist attack without warning. And due to the growing fervor of fundamental religious terrorism, there is a greater willingness among terrorists to sacrifice their own lives in pursuit of their goals. These combined elements create a frightening world in which today’s most astounding new threat possesses weapons of the most awesome power. The key to identifying the threat posed by a particular terrorist group is its basic tenets, and the level of violence thereof. â€Å"Groups that model themselves on an avenging angel or a vindictive god†¦are more likely to lash out than those whose core myth is the suffering Messiah,† (Stern, p.72). For example, the element that may be both the most prevalent and violent in the world today is fundamental Islamic extremism. With its emphasis on violent martyrdom and conquest on â€Å"infidels,† Islam is a religion based on values that are easily twisted to an extreme. Due to their religious ... ...ain such a weapon. Terrorists will not acquiesce to the terms concerning possession and production of nuclear weapons handed down by an international organization, regardless of its power. The best we can hope for is a level of regulation among the nuclear-capable states of the world that is strong enough to remove the possibility of any terrorist acquisition of nuclear materiel. The inherent lack of rationality in the mind of a terrorist is the quintessential factor behind the frightening prospect of nuclear proliferation among radicals, whether they are fundamental religious extremists, or political radicals. The globalized world of the 21st century has seen the threat of politically driven state ideology fade out and give way to the new threat of terrorist ideology. The dangers of such illogical principles are only compounded when on considers the nuclear element, and its significance in the hands of those who seek solely to harm others. The interconnectedness of the modern global community has compounded the threat of worldwide terrorism, and with greater nuclear proliferation, the potential for a devastating nuclear terrorist attack should shock and awe civilians everywhere.

Economic Development and Social Change Essay

Section 1 1) What is the primary goal of modernization theory in contrast to theories of capital formation? Compare and contrast Hoselitz’ formulation of modernization theory with Lewis’ theory of capital formation In the 18th century, during the Age of Enlightenment, an idea named the Idea of Progress emerged whereby its believers were thought of being capable of developing and changing their societies. This philosophy initially appeared through Marquis de Condorcet, who was involved in the origins of the theoretical approach whereby he claimed that technological advancements and economical changes can enable changes in moral and cultural values. He encouraged technological processes to help give people further control over their environments, arguing that technological progress would eventually spur social progress. In addition, Émile Durkheim developed the concept of functionalism in the sociological field, which emphasizes on the importance of interdependence between the different institutions of a society and their interaction in maintaining cultural and social unity. His most well known work, The Division of Labour in Society, which outlines how order in society could be controlled an d managed and how primitive societies could make the transition to more economically advanced industrial societies. Another reason for the emergence of the modernization theory derived from Adam Smith’s Wealth of Nations, which represented the widespread practical interest on economic development during a time when there was a constant relation between economic theory and economic policy that was considered necessary and obvious. It was by analysing, critiquing, and hence moving away from these assumptions and theories that the modernization theory began to establish itself. At the time the United States entered its era of globalism and a ‘can do’ attitude characterized its approach, as in the functionalist modernization advanced by B. Hoselitz: â€Å"You subtract the ideal typical features or indices of underdevelopment from those of development, and the remainder is your development program†. As he also presents in Social Structure and Economic Growth , this body of economic theory â€Å"abstracted from the immediate policy implications to which it was subject†Ã ‚  and also â€Å"assumed human motivations and the social and cultural environment of economic activity as relatively rigid and unchanging givens†(23-24). He claims that the difference lies in the extra examination of what is beyond simply economics terms and adjustments, by â€Å"restructuring a social relations in general, or at least those social relations which are relevant to the performance of the productive and distributive tasks of the society†(26). Most forms of evolutionism conceived of development as being natural and endogenous, whereas modernization theory makes room for exogenous influences. Its main aim is to attain some understanding of the functional interrelationship of economic and general social variables describing the transition from an economically â€Å"underdeveloped† to an â€Å"advanced† society. Modernization theory is usually referred to as a paradigm, but upon closer consideration turns out to be host to a wide variety of projects, some presumably along the lines of ‘endogenous change’ namely social differentiation, rationalization, the spread of universalism, achievement and specificity; while it has also been associated with projects of ‘exogenous change’: the spread of capitalism, industrialization through technological diffusion, westernization, nation building, state formation (as in postcolonial inheritor states). If occasionally this diversity within modernization is recognized, still the importance of exogenous influences is considered minor and secondary. I do not view ‘modernization’ as a sing le, unified, integrated theory in any strict sense of ‘theory’. It was an overarching perspective concerned with comparative issues of national development, which treated development as multidimensional and multicausal along various axes (economic, political, cultural), and which gave primacy to endogenous rather than exogenous factors. (Tiryakian, 1992: 78) In the context of Cold War modernization theory operated as a highly interventionalist tool enabling the ‘free world’ to impose its rules and engage in ‘structural imperialism’. Typically this occurred in the name of the forces of endogenous change such as national building, the entrepreneurial spirit and achievement orientation. In effect modernization theory was a form of globalization that was presented as endogenous change. Modernization theory, therefore, emerged from these ideas in order to explain the process of modernization within societies. The theory examines  not only the internal factors of a country but also how with the aid of technology and the reformation of certain cultural structures, â€Å"traditional† countries can develop in the same manner that more developed countries have. In this way, the theory attempts to identify the social variables, which contribute to social progress and the development of societies, and seeks to expl ain the process of social evolution. The question of the functional relations between all or most culture traits is left open, and special attention is â€Å"given only to those aspects of social behaviour that have significance for economic action, particularly as this action relates to conditions affecting changes in the output of goods and services achieved by a society†(30). They conceptualize the process of development in a similar linear, evolutionary form as older evolutionary theories of progress, but seek to identify the critical factors that initiate and sustain the development process. These factors, they argue, are both intrinsic and extrinsic: the former involves the diffusion of modern technologies and ideas to the developing world, while the latter requires the creation of local conditions, such as the mobilization of capital, which will foster progress. Modernization theorists believe that primitive production, an anachronistic culture, and apathetic personal dispositions combine to maintain an ar chaic socioeconomic system that perpetuates low levels of living. Modernization theorists hold that policies designed to deal with these traditional impediments to progress primarily through economic intervention, provide the key to prosperity. Overall, Hoselitz’s modernization theory is a sociological theory of economic growth that determines the mechanisms by which thesocial structure of an underdeveloped economy was modernized – that is, altered to take on the features of an economically advanced country. Hoselitz’s answer was based on the â€Å"theory of social deviance† – that is, that new things were started by people who were different from the norm. Unlike Lewis’ theories that we will revise later, Hoselitz thought that small-scale private economic development was the best way of achieving development in Third World economies. This particularly involved revaluing what he called â€Å"entrepreneurial performance†, something that Lewis also agrees with, but in a way that provided not only wealth but also social status and political  influence. In Chapter 8 of Sociological Aspects of Economic Growth, Hoselitz focuses on the creation of â€Å"generative cities† ( that is, cities producing innovations) rather than traditional rural areas were the focal points for the introduction of new ideas and social and economic practices. Many of the early colonial settlements in the New World and South Africa, Hoselitz claimed, were parasitic, enjoying a certain degree of economic growth â€Å" within the city itself and its surrounding environs† only at the expense of the rest of the region, which was ruthlessly exploited for its natural and agricultural resources (p.280). Although prescriptions for inducing social change and removing cultural obstacles to economic modernization in developing countries may be described as social policies, they do not seek to deal directly with mass poverty and its attendant problems of malnutrition, ill-health, inadequate housing, illiteracy, and destitution. These critical welfare concerns are seldom referred to by modernization theorists, namely by Hoselitz. Instead, the implicit assumption in his writings is that the process of economic development and social change will raise levels of living and remedy these problems automatically. Since economic growth, engendered by capital investments in modern industry, will expand employment, the proportion of the population in subsistent poverty will steadily decline. The increasing numbers of workers in the modern economy will experience a steady rise in real income that will be sufficient not only to satisfy their basic needs for food, clothing, and shelter but permit them to purchase consumer commodities as well as social goods such as medical care, education, and social security. Arthur Lewis was one of the first economists to create a theory about how industrialized and economically stable countries are capable of helping undeveloped countries progress. He presented this theory in his work Economic Development with the Unlimited Supplies of Labor† where he brings about the concept of capital formation. He defines it as the transfer of savings from households and governments to business sectors, resulting in increased output and economic expansion. He claims that his â€Å"model says, in effect, that if unlimited supplies of labor are available at a constant real  wage, and if any part of profits is reinvested in productive capacity, profits will grow continuously relatively to the national income, and capital formation will also grow relatively to the national income†(158). From here bridged off his development of the two-sector model of the economy and the theory of dualism. Both posit the existence of a substantial pool of underutilized labo r in a backward, subsistent agricultural sector of an economy that perpetuates low levels of production and mass poverty. This model comprises two distinct sectors, the capitalist and the subsistence sectors. The former, which may be private or state-owned, includes principally manufacturing industry and estate agriculture; the latter, mainly small-scale family agriculture and various other types of unorganized economic activity. Here the capital, income and wages per head, the proportion of income saved, and the rate of technological progress are all much higher in the capitalist sector. The subsistence sector is both at a very low level, and also stagnant, with negligible investment and technical progress and no new wants emerging. Institutional arrangements are the ones maintaining this chronic disequilibrium between the sectors, implicit in these differences in real income and productivity. In the extended family the members receive approximately the average product of the group even if the marginal product is much less. The process of development, initiated by an increase in the share of capitalist s in the national income, I essentially the growth of the capitalist sector at the expense of the subsistence sector, with the goal of the ultimate absorption of the latter by the former. To some extent, this is similar to Hoselitz’s development of the modernization theory, whereby the claims that the formation of his generative cities (a) creates a new demand for industrial raw materials from the surrounding region, and (b) attracts new population to the cities, thereby increasing the demand for food from the countryside. The net effect of these forces is a â€Å"widening of economic development over an increasing area affecting a growing proportion of the population outside the city†(Hoselitz, 282). However, Lewis’ theory has several limitations and conditions, most importantly that his theory can be applied only in countries with unlimited supplies of labor. Unlimited supplies of labor arise from the employment of  more workers than is productively effective. Lewis went through all of the areas of Caribbean society where he thought there were pools of labour in which the marginal productivity was negative, negligible or zero. His plan now was to make this a potential, industrial labour force. He could take all of the labour away from agriculture, away from casual labour, without lowering the profit margins of the places where they are currently employed. This was not a radical, disruptive assault on the existing economic order, which resulted in one of the main reasons that his theory was so successful. Ineffective production, occurring when an additional worker prevented the previous one from producing another product (hence equaling a negative marginal productivity) was common in the Caribbean, Southeast Asia and other undeveloped regions of the world. Several sectors of the economy employ too many people with negligible, zero or negative marginal productivity. According to Lewis these productively unnecessary individuals are employed in agriculture, or are casual workers, petty traders, or women of the household. He claims that the transfer of these people’s work from these areas towards commercial employment is one of the most notable features of economic development. The second source of labor for expanding industries is the increase in the population resulting from the excess of births over deaths. After his analysis of the effect of development on death rate, whereby he concludes that â€Å"[death rates] come down with development from around 40 to around 12 per thousand†(144), he claims therefore that â€Å"in any society where the death rate is around 40 per thousand, the effect of economic development will be to generate an increase in the supply of labor†(144). From this point of view, he states, †Å"there can be in an over-populated economy an enormous expansion of new industries or new employment opportunities without any shortage of unskilled labor†(145), though too many people could again cause ineffective production. He clarifies this by saying, â€Å"Only so much labor should be used with capital as will reduce the marginal productivity of labor to zero†(145). This can be achieved by offering and maintaining decently high wages. The wages offered should be only slightly higher than the wages available in the subsistence sector, since wages that are too high may attract more workers than needed. But firstly, and perhaps most importantly, entrepreneurial-minded capitalists are required in order to invest in the nation. Tax holidays attract the foreign capitalists. It is not a very difficult task, because they have very good incentives to come. The planter class in the Caribbean seemed just like the planter class in the American South – it had no desire to go industrial and no desire to go competitive. It was still trapped in a situation between an old monopoly system and a market situation since they were able to negotiate for a protected market for sugar, not a competitive market. Lewis then looked around realized the only way he could keep this program of industrialization launched would be by visiting England and America where capitalists and entrepreneurs were flourishing and foster their entrance into the Caribbean. Again, he employed the concept of a dual economy where a subsistence sector existed, but also from where he created from scratch this modern industria l sector to establish on modern capitalism. Capitalists in North America and Europe found these labouring conditions and costs in the Caribbean quite attractive. Getting this labour to the imported capitalists would not be resisted locally because he was taking those labourers with marginal productivity of zero. Once they began working, he would then re-invest more capital into the factory, so that it could expand, employ more workers, export more products, and increase profits, hence developing a self-feeding system that would eventually lead the national income to grow. Although Hoselitz also is of the belief that the formation of a dual economy is beneficial, rather than necessarily attract foreign capitalists through such incentives, Hoselitz believes that the creation of westernized cities led the way forward. He claims that cities modelled after the Western cities exhibited a spirit difference from the traditionalism of the countryside. In this way, he differs slightly from Le wis in that he favored a shift in political power away from traditional leaders and toward total control by economic and urban modernizers in underdeveloped countries, not necessarily foreign entrepreneurial capitalist as Lewis asserts. Lewis knew that some products would work better than others, so he developed an Industrial Programming Market – a number of basic calculations about those particular commodities, if produced in the Caribbean, would be  particularly competitive internationally. And so as a result of this study Lewis found that the production of airbrushes, gloves, furniture, needles, shirts, and leather goods would be particularly good to produce, given the skills of the labour force available at the time. For the self-feeding system to be a continuous process, costs of labour had to remain fairly constant. If the cost of labour rose too rapidly, they would not be sustained since the goods would no longer be internationally competitive. The key to this model is indeed international competitiveness. Capitalists can create more capital when the supply of money is higher, and hence if governments create credit, inflation arises yet does not have the same effect as the inflation that arises durin g depression periods. This inflation only has an effect on the prices in the short-run so that in the long run the final effect equal to what it would be if capital was formed by the reinvestment of profit. Lewis discusses at some length the methods by which governments of underdeveloped countries can raise revenue, especially the substantial funds required for government capital formation. For familiar political and administrative reasons much of this revenue has to be raised from indirect taxes, notably import and excise duties and export taxes. He argues that indirect taxation is more likely to increase than to decrease the supply of effort: The taxpayer usually does not know how much tax is included in the prices of the articles he buys, so in so far as the disincentive effect of taxation is psychological it can be avoided by using indirect rather than direct taxes†¦ If it is an increase in indirect taxation, the effect is probably to increase effort rather than to reduce it (414). Because of the multiple restrictions in this model, it is designed for countries with unlimited supplies of labor and hence this growth has a limit: â€Å"The process must stop when capital accumulation has caught up with population, so there is no longer surplus labor†(172). Furthermore, if wages are too high, they may consume the entirety of the profit leading to no re-investment. Several other reasons for the end of capital formation vary; the occurrence of natural disasters, war or a change of political system can also prevent further economic expansion in a closed economy. Lewis’ model is powerful but also highly restricted and specific to only a handful of nations. Some critics also claim that the distinction between the two sectors is too sharp; that small-scale agriculture is often far from stagnant and the emergence of the production of cash crops by individual producers has in fact been a key instrument in economic development since capital formation is actually created in this type of agriculture. Also, this model requires low wages for the labor force, yet very low wages result in a wide gap between the lower and upper class in a society, an issue that many have questioned thoroughly. Lewis says openly that exploitation can easily occur in this model, but that it is part of capital accumulation. He believes that one has to sacrifice a generation to grow the economy, because he assumed that if all goes well and more consumers are attracted to Caribbean, they will generate more business, and the economy will grow to the point where the weal th can be redistributed to the people. He reckoned that it would take, given the rate of growth that he observed in the Caribbean, one generation, thus a period between 40 and 50 years, to grow the economy and claim that poverty could be eradicated in this region. And yet the cost of this would be exploiting this generation, so that their children could benefit from it later. Hoselitz, as stated earlier, applied the ideas of Parsons and other sociologists to an analysis of the development process under the assumption, drawn from Adam Smith, that increasing productivity was associated with more detailed social divisions of labor: A society on a low level of economic development is, therefore, one in which productivity is low because division of labor is little developed, in which the objectives of economic activity are more commonly the maintenance or strengthening of status relations, which social and geographical mobility is low, and in which the hard cake of custom determines the manner, and often the effects, of economic performance. An economically highly developed society, in contrast, is characterized by a complex division of social labor, a relatively open social structure from which caste barriers are absent and class barriers are surmountable, in which social roles and gains from economic activity are distributed essentially on the basis of achie vement, and in which, therefore, innovation, the search for and exploitation of profitable market situations,  and the ruthless pursuit of self-interest without regard to the welfare of others is fully sanctioned. (Hoselitz, 1960: 60). These preceding theories both provide us with some preliminary indications and developments of views of modern social orders broader than that envisaged in the initial models provided. They stress the historical dimensions of the process of development, emphasizing that this process is not universal, something in the very nature of humanity or in the natural development of human societies. Instead, the modernization process is fully bound to a certain period in human history, even though in itself it is continuously developing and changing throughout this period. Development and the challenges it brings forward constitute a basic given for most contemporary societies. Though it certainly is pervasive in the contemporary setting, it is not necessarily irreversible in the future, and it would be wrong to assume that once these forces have impinged on any â€Å"society†, they naturally push toward a given, relatively fixed â€Å"end-plateau.† Rather, as we have seen, they evoke within different societies, in different situations, a variety of responses which depend on the broad sets of internal conditions of these societies, on the structure of the situation of change in which they are caught, and the very nature of the international system and relations, whether those of â€Å"dependency† or of international competition. Section 2 5) Briefly outline David Ricardo’s theory of comparative advantage; then outline in greater detail Samir Amin’s theory of periphery capitalism and why he thinks that trade between the central and peripheral capitalist economies does not meet the conditions of Ricardo’s theory In 1817, David Ricardo, an English political economist, contributed theory of comparative advantage in his book ‘Principles of Political Economy and Taxation’. This theory of comparative advantage, also called comparative cost theory, is regarded as the classical theory of international trade. According to the classical theory of international trade, every country will produce their commodities for the production of which it is most suited in terms of its natural endowments climate quality of soil, means of transport, capital, etc. It will produce these commodities in excess of its own requirement and will exchange the surplus with the imports of goods from other countries for the production of which it is not well suited or which it cannot produce at all. Thus all countries produce and export these commodities in which they have cost advantages and import those commodities in which they have cost disadvantages. Ricardo states that even if a nation had an absolute disadvantage in the production of both commodities with respect to the other nation, mutually advantageous trade could still take place. The less efficient nation should specialize in the production and export of the commodity in which its absolute disadvantage is less. This is the commodity in which the nation has a comparative advantage. Ricardo takes into account the following assumptions: there are two countries and two commodities; there is a perfect competition both in commodity and factor market; cost of production is expressed in terms of labor; labor is the only factor of production other than natural resources; labor is homogeneous i.e. identical in efficiency, in a particular country; labor is perfectly mobile within a country but perfectly immobile between countries; there is free trade; production is subject to constant returns to scale; there is no technological change; trade between two countries takes place on barter system; full employment exists in both countries; there are no transport costs. In 1973, Samir Amin, an Egyptian political economist, begins his dialogue in Unequal Development by referring to Marx’s writing on non-European societies, namely India and China, and creates a work in which he reevaluates Peter Evans’ theory of Dependent Development and simultaneously presents his theory of peripheral capitalism in developing societies. He shows how these early ideas established the notion of the centre and the periphery, and how â€Å"the development of capitalism in the periphery was to remain extraverted, based on the external market, and could therefore not lead to a full flowering of the capitalist mode of production in the periphery†(199). He then begins to develop his own theory of the transition to peripheral capitalist economy by questioning David Ricardo’s assumptions in his theory of comparative advantage, and later outlines nine theses to support his views. Peripheral capitalism is based on, but not identical to, the imperialistic relationships developed between colonizing nations and their colonies. In this economic relationship, the players are the same – the colonizing nation becomes the â€Å"center†, while the colony becomes the â€Å"periphery† – but the role that each society plays is different from the classic imperialist relationship. The peripheral economy is marked by extreme dependence on external demand, or extroversion, as well as stunted and unequal rates of development within the society. Amin maintains that in order for these societies to break free of extroversion and develop, they must be actively removed from the peripheral capitalist relationship. He proposes nationalization and socialization as an alternative, a system which-when contrasted with peripheral capitalism-could not be a more different approach to economic development. Unfortunately for the developing nation s, socialism was largely unsuccessful as an economic experiment, consistently causing stagnation and underdevelopment in societies that attempted it. Peripheral capitalism evolves from colonial imperialism, an economic system in which the colonizing nation penetrates deep into the heart of the colonial economy in an effort to manipulate it towards the benefit of the mother country. Every aspect of the colonial economy is geared not towards the expansion of the colonial economy itself, but rather towards the production of something that the colonizing nation cannot produce itself. As a result, the success and the existence of a particular sector of the colonial economy is dependent upon whether or not the mother country has a need for that sector; colonial economies are rooted heavily in external demand. This extroversion leaves the colonial economy without an indigenous set of linkages, as economic sectors that will benefit from colonial activity function mostly within the economy of the colonizing nation. When autocentric, or internally-driven, economic growth is blocked in such a way that a peripheral economy emerges with the sa me sort of external dependence on the central economy that was suffered by the colonial economy. The peripheral economy is typically plagued by an unequal division of labor, or specialization, between itself and the central economy. While the latter enjoys the benefits and progress associated with industrialization, the periphery tends to remain predominantly agricultural. What little industry may exist in the peripheral economy is most often â€Å"light† industrial production of small, simple goods, as opposed to the â€Å"heavy† industrial production of machinery and complex products that characterizes the central economy. Additionally, Amin argues that there is often a â€Å"hypertrophy of the tertiary sector†(200) of the peripheral economy; too much of the economy is devoted to providing services, â€Å"expressed especially in the excessive growth of administrative expenditure†(201) effectively anchoring the society’s development due to a lack of productive advancement. Yet another malady of the peripheral economy is the reduced value of the local ‘multiplier effect’, another result of the remnants of economic infrastructure modification from the colonial period. If an economy is replete with linkage sectors, then any money put into the leading sector will generate a multiplied effect in all of the forward and backward linkages of that industry. Peripheral economies, however, are effectively stripped of linkages during their colonial phase of development hence spending in the peripheral economy ultimately benefits the central economy, where most of the peripheral industries’ linkages are realized. Not only is the local multiplier effect reduced in the peripheral economy, but Amin claims that it also leads to â€Å"the marked propensity to import†(201), and thus is in effect transferred to the central economy, where revenue is collected every time money is spent in the periphery. Because peripheral input ultimately goes abr oad, local businesses are not stimulated, as they would be if linkages were realized within the periphery, worsening the already-detrimental conditions of the peripheral economy. Adding to the lack of stimulation of local business is the fact that peripheral industries tend to be dominated by monopolies established from foreign capital. After the majority of revenue goes to the central economy through linkage industries, what little money remains in the local economy is often put into businesses controlled by central capitalists. In other words, almost every dollar put into the periphery ultimately finds its way to the central economy. In Unequal Development, Amin maintains that no economy can be expected to develop without successfully making the transition from extrovert to introvert so that it can â€Å"assert the dominance of the exporting sector over the economic structure as a whole†(203), and that no peripheral capitalist economy can independently heal the economic wounds inflicted by colonialism. Therefore, the only way to promote development in peripheral capitalist economies is to actively remove them from their disadvantageous relationship with the central economy, which, according to Amin, should be replaced by internal nationalization and socialization of the once-peripheral economy. The establishment of a nationalist socialist state would serve both to eliminate external dependence, as well as to reconcile the disarticulated nature of the local economy. The first critique of Ricardo’s theory made by Amin is its lack of specificity – claiming that his examples of trade between Portugal and England were very exclusive to intra-European trade and could not exactly be applied to relations between several different country relations around the World. If there is a large difference in GDP between two countries, then what statistics demonstrate is that the country with the smaller GDP would benefit more from this transaction, and this was â€Å"the source of special problems that dictate[d] development policies in the periphery that [were] different from those on which development of the West was based†(201); a factor that Ricardo hadn’t considered it in his theory. Another vital yet neglected consideration was the importance of the commodity in terms of a nations’ GDP: wine was a big section of the Portuguese GDP, greater than it was for England, so the trade benefited the Portuguese to a greater extent than it did to the British. He elaborates upon this idea by explaining how the relation between central and periphery assumes the mobility of capital, since the centre is investing greatly in the periphery. What the periphery chooses to specialize in is to a large extent determined by the centre, since very often the selection comes after it has been forced to serve the imperial country. As he clearly states, this type of trade â€Å"compels the periphery to confine itself to the role of complementary supplier of products for the production of which it possesses a natural advantage: exotic agricultural produce and  minerals†(200). The result is a decrease in the level of wages in the periphery for the same level of productivity than at the centre, hence limiting the development of industries focused on the home market of the periphery. The disarticulation due to the adjustment of the orientation of production in the periphery to the needs of the centre prevents the transmission of the benefits of econo mic progress from the poles of development to the economy as a whole. Overall, this is what Amin defines by ‘unequal specialization’, which in turn violates the conditions of Ricardo’s theory. Another argument that Amin makes involved the Keynesian multiplier effect. He claims that this effect does not take place to the situation at the centre because of its advantaged stage of monopoly, characterized by difficulties in producing surplus. Due to this unequal specialization as well as the significant propensity to import that follows, the effect is a transferring of multiplier effect mechanisms and the accelerator theorem from the periphery to the centre. Furthermore, Amin includes the social aspect of this process, which is a result of the individual history of each nation and the power imbalance created. Amin finds that the nature of the pre-capitalist formations that took place previously and the epoch in which they became integrated in the capitalist system are both very important factors in determining the presence or lack of development to come. He also draws a line between two different terms, ‘peripheral formations’ and ‘young central formations’, whereby the latter, based on the predominance of a simple commodity mode of production, are capable of independently evolving towards a fully developed capitalist mode of production. Amin terminates by asserting â€Å"the domination by central capital over the system as a whole, and the vital mechanisms of primitive accumulation for its benefit which express this domination, subject the development of peripheral national capitalism to strict limitationsâ₠¬ (202). These countries would hence not gain equal benefits under this trade, only if the patterns of specialization were undertaken in more ideal conditions, conditions that approximated Ricardo’s theory more closely. Rather than being a positive force for development, this type of trade becomes a force created under development. It will contribute to development in the centre, and underdevelopment in the periphery. He concludes that this inevitably hinders the development of peripheral nations: â€Å"the impossibility, whatever the level of production per head that may be obtained, of going over to auto centric and auto dynamic growth†(202).