Personal perspective paper Essay Example | Topics and Well Written Essays - 500 words

Personal perspective paper - Essay Example Being a female and the first born, I have understood the different responsibilities that life brings with itself. If I am given a chance to study in the business school and do my MBA, I would be better able to understand the world markets as I already have an idea about the mannerisms in which the different markets already exist within and the methodologies they have adopted towards the foreign traders, marketers and the like. The undergraduate degree in management that I have attained is something that I can look up to when I pursue my MBA degree program. This MBA would eventually make me stand in a league of professionals who are on the go and want to achieve more and more out of life. I will get a better paying job and the ease of mind that I have so much wished and yearned for, with the passage of time. All said and done, I wish to see myself getting established in a financial institution and see progress happening for me left, right and center. I want to make money, more and mor e of it, so that I could make my career strong and a better living is bestowed upon me nonetheless. Thus I decided to pursue my MBA because I felt I was lagging behind in life and I needed to do much more than I had already done. I needed to understand myself a whole lot more and for that, I must study further and an MBA is the key to know more about things, more about the world in general. A better and more comforting life is what I dream of, in the long run and for it to happen; it is pertinent to attain the education that I am longing to have. Having said all that and after the details that I have given about myself and my personality, I would request the said authorities to consider me for admission to the business school so that it could polish my personality as well as fulfill my dream to gain more and more about the big world of corporate giants and all that comes along with that. I would be

Socio-Economic Factors Influence Health and Well-Being Essay Example for Free

Socio-Economic Factors Influence Health and Well-Being Essay Introduction The social determinants of wellbeing are in charge of health disparities. For decreasing wellbeing disparities and enhancing wellbeing status of individuals, it is essential to perceive principle elements which are influencing wellbeing, that is, determinants of heath. Economic components have significant part in helping better wellbeing. Individuals with low salary are more defenceless against infections and incapacities. Health social determinants comprises of different variables that focus wellbeing and health, for example, socio-economic factors, sexual orientations, societies and instruction (Dolan, et al, 2008). A few gatherings of individuals are healthier than others. There is a connection in the middle of pay and wellbeing, and also they are solid indicators of wellbeing. Individuals with low monetary status have poor training, unemployment, work shakiness awful living up to expectations conditions and lower class occupations (Pappa, et al, 2009). Discussion Socioeconomic factors are regularly measured as a mix of instruction, salary, and occupation. At the point when seen through a social class lens, benefit, power, and control are accentuated. Besides, an examination of socioeconomic as an inclination or consistent variable uncovers disparities in access to and dissemination of assets. Socioeconomic factors are significant to all domains of behavioural and sociology, including exploration, practice, training, and promotion (Dolan, et al, 2008). Low Socioeconomic status and it relates, for example, lower instruction, neediness, and weakness, eventually influence our general public all in all. Imbalances in riches dissemination, asset circulation, and personal satisfaction are expanding in the United Kingdom and all inclusive. Society advantages from an expanded concentrate on the establishments of financial disparities and endeavours to  decrease the profound crevices in financial status in the United Kingdom. Behavioural and other sociology experts have the apparatuses important to study and distinguish methodologies that could allay these incongruities at mutually individual as well as communal levels (Pappa, et al, 2009). Equality Act 2010 is a demonstration of the Parliament of United Kingdom which producing results from October 2010 recommends an equivalent treatment in access to business and additionally private and open administrations. The demonstration list a set of ensured attributes which are recognized as take after: age, inability, sexual orientation reassignment, marriage and common association, pregnancy and maternity, race, religion or conviction, sex and sexual introduction (Daniels, 2010). With respect to these attributes the Act give a unique security every each one encircling the all procurements with general evidences about regular qualities of separation. The reason of such part and distinctive security among the secured trademark is clarified on the premise of a prior hostile to separation law which was accordingly consolidated by the Equality Act including further component of insurance. Actually, the Act is shaped by various bits of other enactment which controlled the segregation law field. Thusly, were authoritatively actives the Sex Discrimination Act 1975, the Race Relations Act 1976 and the Disability Discrimination Act 1995? The demonstration supplants additionally various Regulations, in which the one pertinent in age separation field was the Employment Equality (Age) Regulations, which produce results beginning from 2006 until the reception of Equality act (Daniels, 2010). Poverty can be characterized in an unexpected way; those of conflicting conclusions on poverty will presumably additionally have unique suppositions on the reasons for neediness and the estimation of poverty. For instance Marxists and Feminists have philosophies focused around clash. Marxists accept that there is a class battle, and that the abuse made by private enterprise makes neediness. Womens activists accept that Patriarchy fabricates in social disparities and their belief systems are exhibited by the imbalances in pay in the middle of ladies and men. There is likewise research demonstrating that there are a larger number of ladies than men in neediness, and 93% of solitary folks in destitution are ladies. However clashing contentions are held by the New Right. Their supporters incorporate  Margaret Thatcher, Charles Murray and David Marshland and their philosophy is focused around the individual, and not society overall. The New Right accepts that it is through the peoples lethargy that destitution is brought on (Conley Page, 2010). Feminist accept that society is organized by Patriarchy, the thought that men are the most critical individuals in the public arena, and everything in the public eye is composed to accommodate the needs of men. This perspective is upheld by the conveyance of compensations; cases of this are managerial positions in extensive organizations where ladies get paid less for the same employment (McNay, 2013). Feminist will likewise contend that the profit framework has accepted that ladies are reliant upon men and this implies the welfare state capacities to keep up patriarchy. The cycle of neediness backings the view that destitution is brought on by the social imbalances that are incorporated with the structure o f society. This perspective is that when an individual is naturally introduced to a poor family, their chances in life of assisting themselves in the public arena are fundamentally decreased. This is the methodology in which destitution is transmitted starting with one era then onto the next. Cornwall, Harrison, Whitehead, 2007 recognize that a percentage of the hindrances that are connected with the poor like underachievement at school are connected with offspring of low salary families being marked as an issue. The social just approach acknowledges this cycle of destitution and the relative meaning of neediness. Their philosophy is that those at the base of the social classes are in burdened gatherings whose destitution bringing about social avoidance. Exploration completed by Dean, 2009 found that there are fundamental gatherings in the underclass, including the elderly, resigned, solitary folks and the long haul unemployed who are compelled to depend on deficient state advantages, which are excessively low. Women in poverty additionally have lessened access to healthcare administrations and assets. Somewhat because of the toll of childbearing, ladies are excessively beset with poor health results. Poor health ladies capacities to win pay, and, in this manner, is a key variable expanding and propagating family unit neediness (McNay, 2013). Expanding wellbeing administrations to ladies could, subsequently, relieve the feminization of destitution. The education of ladies and kids, particularly young ladies, can make more prominent open doors for ladies to  lift themselves out of neediness and expand their social position. Nations with solid sexual orientation separation and social chains of importance breaking point ladies right to gain entrance to essential instruction. Indeed inside the family unit, young ladies instruction is frequently yielded to permit male kin to go to class. Ethnic group For some ethnic minority bunches, viewpoints, for example, unemployment, living norms and welfare are significant issues. Ethnic gatherings depend on social incorporation to be included in, for instance, instruction and job, and for a few, this is hard in the event that you cant talk or talk little of the local dialect or are ignorant, as it will be harder to end up included and accepted in the public eye (Goldthorpe, 2009). It was likewise observed that 8% of the white populace and 27% of the Pakistani and Bangladeshi populace were unemployed. Adolescent Afro-Caribbean men matured 16 to 24 were discovered to be three times more inclined to be unemployed then those the same age and white. Under half of ladies from ethnic minorities are utilized contrasted with in excess of 65% of white ladies. Issues in deficient lodging among ethnic minorities are high. With a correlation of 2% of the white populace, 30% of Pakistanis and 47% of Bangladeshis living in packed lodging as per the 1991 accord, it is plain to see why those in ethnic minorities are more inclined to experience neediness then others. In a later investigation of families in Bradford, a stunning 65% of Bangladeshis and 45% of Pakistanis existed in packed lodging (Goldthorpe, 2009). The working class In the 1980s, amid the Thatcher time, the common labourers endured tremendously. They encountered serious cut in occupations, with mines, industrial facilities, boat building manufacturing plants and steel works being shut down. This created demolition and an increment in destitution inside the class. It particularly influenced the men because of sudden vulnerability in work and perplexity (Goldthorpe, 2009). On the other hand, this monstrous cut in employments for the working people implied that such places as Sheffield were supplanted with the administration and retail segment. Anyway these men had no aptitudes to have the capacity to take part in this industry and men thought that it was tricky to manage the truth they  were sometimes being supplanted by ladies as the fundamental providers. This prompted a substantial increment in unemployment and neediness. Men were hesitant to learn new aptitudes keeping in mind the end goal to take an interest in the public eye and in this way turned to addictions, for example, drink and medications, calculates that can prompt neediness. Similarly as with the ethnic minorities, the average workers receive sub societies, for example, the opposition to class subculture found by Paul Willis. Working people young men in their last year at a thorough school were mulled over in a longitudinal study that tailed them into their first years in occupation. He observed that they received the same state of mind at function as they did at school, thinking that it more essential to have a snicker and disregard the establishment’s standards and values then doing work and picking up capabilities. This lead to a circle in the regular workers as they emulated the same way as their guardians had formerly (Goldthorpe, 2009). This absence of satisfactory lodging, unemployment, higher wrongdoing and absence of healthcare and abilities leads now and again to pertinent destitution in the regular workers group. The reliance on the welfare state gives no energy or consolation to go out and look for vocation. The selection of the caretaker state should avert neediness and brings individuals up over the destitution line. Anyway it can be seen to really compound the situation. Conclusion Poverty is a long way from being nullified if anything it is expanding quickly and the retreat has pushed numerous families and people into destitution. Poverty is predominantly dictated by three elements â€Å"access to work, and the disappointment of government strategies to manage them. Access to work is dictated by class, sexual orientation and race. On the off chance that unemployed, individuals landing a position is not so much the solution for their issues in the event that they are going to be getting a low wage i.e. solitary folks and low salary families with youngsters. Standardized savings have neglected to haul individuals out of destitution, regularly abandoning them to adapt on least salaries. References Conley, H., Page, M. (2010). The gender equality duty in local government: The prospects for integration. Industrial Law Journal, 39(3), 321-325. Cornwall, A., Harrison, E., Whitehead, A. (2007). Gender myths and feminist fables: the struggle for interpretive power in gender and development.Development and Change, 38(1), 1-20. Daniels, K. (2012). Equality Act 2010. Dean, H. (2009). Critiquing capabilities: the distractions of a beguiling concept.Critical Social Policy, 29(2), 261-278. Dolan, P., Peasgood, T., White, M. (2008). Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being. Journal of economic psychology, 29(1), 94-122. Goldthorpe, J. H. (2009). Analysing social inequality: a critique of two recent contributions from economics and epidemiology. European Sociological Review, jcp046. McNay, L. (2013). Gender and agency: Reconfiguring the subject in feminist and social theory. John Wiley Sons. Pappa, E., Kontodimopoulos, N., Papadopoulos, A. A., Niakas, D. (2009). Assessing the socio-economic and demographic impact on health-related quality of life: evidence from Greece. International journal of public health,54(4), 241-249.

Anne Frank Essays -- essays research papers

Jews have perished because of their beliefs since the beginning of time but never have so many Jews been persecuted worldwide as they were in World War II. Anne Frank’s diary reaches a place within all of our hearts because it reminds us how easily the innocents can suffer. Sometimes we may choose to close our eyes or look the other way when unjustifiable things happen in our society and Anne’s tale reminds us that ignorance, in part, claimed her life. Sadly, her story is but one of many of those who died in the Holocaust and as with other Jews, her fate was determined by the country she lived in, her sex and her age. Jews all over Europe feared for their lives and many were aware that the punishment for their religion depended on the country they were fortunate, or unfortunate, enough to live in. Hitler not only held prejudice against Jews, homosexuals, gypsies and those who harboured any of the above, but also held firm convictions that some countries’ citizens were fit to die, no matter their religion. No one was hit harder by this prejudice as was Poland. Hitler hated all Polish citizens and hated Polish Jews even more. In Warsaw, Jews were confined to a blocked off area which came to be known as the Warsaw Ghetto. Many of these Jews never saw outside the Ghetto again and for those who did it was only en route to a concentration camp or labour prison. Food rations inside the Ghetto were very low and though many outsiders smuggled food in, there was not nearly enough to keep everyone alive. Many died of starvation or died due to illness they had contracted because their bodies had grown so weak. Throughout the war, Sweden remained neutral and many Jews from neighbouring countries were smuggled in. Nazi police soon realized that they had to find ways to prevent this from happening and turned to the animal world. Dogs were trained to detect the scent of humans and soon, all boats leaving for Sweden were searched to detect any Jews that were hiding in basement compartments. Most Jews were discovered before they could escape and this discouraged many more from attempting to do the same. Jews that were apprehended were not treated much differently by the Nazis but the Jews left behind received the brunt of the their anger. Danish Jews in particular were often accused of planning to escape because of their proximity to Sweden. There are stories of countless ... ...opted children. When the war ended, many children did not return to their biological families because they were so young when they were stolen that they didn’t know the truth. Many that could remember were too scared to leave or feared that their parents had already been killed. Children were trained to lie without understanding why and the lies caused them to lose the ability to separate reality from fiction. Children should never have been forced to deal with so much, so quickly. They were robbed of a real childhood when they should have been encouraged to explore their surroundings. The youth, like Anne, who grew up in World War II were tainted by these events and have undergone much more trauma than most of us can even imagine. The Holocaust will forever remain one of the most horrific events in history and it is important to remember that there were many different endings for the many different Jews affected. It should not have mattered where the Jews lived, how old they were or the sex they were, none of them should have been persecuted in the first place. Reflecting on the tragic events of the war, all we can do is make sure that these horrific things never happen again.

Claudio – ‘A man of honour betrayed’?

In Shakespeare's ‘Much Ado About Nothing' honour is very important to all the gentil characters. To know Claudio's character and his cruel treatment of Hero, it is important to understand the honour code. Specific to aristocracy, honour meant reputation, status and respect. A man's honour was earned through conduct in battle and the virtue of a wife and daughter. Contemporary audiences would not approve of Claudio's manner towards Hero, whereas Renaissance audiences would understand Claudio's behaviour towards Hero. This is because honour was regarded very highly n their social class, which would suggest why audiences would see Claudio as ‘a man of honour betrayed'. Throughout the play, even when the truth of Hero's chastity comes out, Claudio is a respected character who is not disliked by other characters, such as Benedick and Don Pedro. Audiences in the renaissance periods believed honour was everything. Claudio's ‘dishonouring' would not only act as a threat to his reputation, but also undermine the social structure, as honour was an important tool of social cohesion. The Renaissance era believed that honour was synonymous with order. It is important to emphasize this concept to understand that Claudio is ‘a man of honour betrayed'. Nevertheless Shakespeare recognizes the importance of honour throughout the play. However,he also sees that the code as flawed, meaning men can defend their honour using weapons in the battlefield and in duel, yet a man can shame a woman, as Claudio does Hero, and she cannot defend herself. If Claudio had allowed Hero to dishonour him he would have lost his well-earned reputation, so he ‘shames' her. Claudio talks of Hero as if she were an object, and insults her at every opportunity. For instance, whilst he is alking to Leonato he says: â€Å"There, Leonato, take her back again. Give not this rotten orange to your friend, She's but the sign and semblance of her honour. † There are many contradictions within the honour code, men are meant to cherish and ‘honour' women, but are only too ready to dishonour them, accusing them of being â€Å"spoiled goods†, as in the case of Claudio and Hero. At the beginning of the play when the messenger enters he describes Claudio as having : â€Å"the figure of a lamb, the feats of a lion†¦ † Claudio is considered a man of honour, he is praised in battle and is portrayed as a great soldier; he is said to be noble Claudio†. The lamb/lion metaphor is very appropriate for Claudio as he could be seen as naive and easily influenced by Don John, this is because of his extreme youth. Even without evidence Claudio was ready to believe Don John over Hero. When Don John delivers the news of Hero's disloyalty, Claudio and Don Pedro are quick to believe a fellow male soldier, without thinking that Don John could be lying. This could be seen as a contradiction as it was believed that â€Å"bastards† were not to be trusted. Don John referred to himself as a bad character saying; â€Å"I am a plain-dealing illain†, audiences may think that Claudio is not ‘a man of honour betrayed', as he is the one who is betraying Hero by believing the words of Don John. There are also many characters in the play that sympathize with him and believe that he is right to shame H ero. The honour code meant that if a friend got disrespected and dishonoured then it could affect other friends, in the same way that Don Pedro felt dishonoured. â€Å"I stand dishonoured, that have gone about to link my dear friend to a common stale. † Don Pedro supports his friend and believes that he is dishonoured, as it was him who wooed Hero for him. Due to the allegations about Hero, other characters in the play believe that they too are dishonoured. One of whom is Leonato, Hero's father. Leonato believes that Hero has destroyed the family's reputation and throws terrible insults at her as well as refusing to believe that she could be his daughter by saying; â€Å"No part of it is mine; This shame derives itself from unknown loins? â€Å". Before knowing the facts Leonato instantly believes that his daughter has ruined the family. It could be argued that Claudio invites sympathy as Don John tricks him into believing that Hero has dishonoured him. There are many different nterpretations to whether Claudio actually believes that he was betrayed. For example if Claudio genuinely believes himself betrayed then perhaps his actions can be justified, like in Kenneth Branagh's Much Ado About Nothing production, he makes Claudio's rage and hurt believable by making the witnessed infidelity convincing. To understand the presentation of Claudio's character it is necessary to consider him as a man of honour betrayed', which means the scene where Hero, allegedly, is dishonouring Claudio should be believable. In Shakespeare's time, a woman's honour was based upon her virginity and chaste ehaviour. For a woman to lose her honour by having sexual relations before marriage meant that she would lose all respect, a catastrophe from which she could never recover. Furthermore, this loss of honour would destroy the woman's whole family. Hence, when Leonato believes Claudio's shaming of Hero at the wedding ceremony, he tries to obliterate her entirely: â€Å"Hence from her, let her die†. Moreover, he speaks of her loss of honour as an unforgettable stain from which he cannot distance himself, no matter how hard he tries: â€Å"O she is fallen / Into a pit of ink, that the wide sea / Hath rops too few to wash her clean again†. Leonato is prepared to align himself with Claudio rather then his own daughter. The illusory betrayal of Claudio's ‘honour' becomes Leonato's dishonouring as she has ‘smeared the family name'. Honour was a frequent theme in some of Shakespeare's plays and was also common in that period, for example in Shakespeare's play Julius Caesar, Brutus says â€Å"Believe me for mine honour, and have respect to mine honour that you may believe†. Mowbray states in Richard 11 â€Å"Mine honour is my life; both grow in one/Take honour from me, and my life is done†. This shows the importance of honour in that period. Claudio speaks of Hero as an ‘object' by referring to her as a â€Å"jewel†. Claudio's tendencies to see Hero as an object was because he had no intimacy with her and perceived her as a commodity. His language portrays the differences between his and Benedick's love. The way Claudio speaks of his love shows the audiences that Claudio is not very romantic, which could affect how audiences would think of him. Audiences might dislike Claudio because he is not the conventional romantic character like ‘Romeo'. Whilst talking about Hero, Claudio sometimes uses blank verse. His speech seems more constructed and artificial then others, which has the effect of making him sound less genuine. He doesn't talk about Hero with passion, whereas Benedick uses poetry and sonnets to show and represent his love towards Beatrice. There is irony in the play when it comes to the denunciation of Hero, where Claudio speaks with passion to Hero for the first time, out of hatred. This shows audiences that Claudio did not love Hero truly otherwise he would not have been so quick to judge her. In act 4 scene 1 he likens her to an animal; â€Å".. or those pampered animals that rage in savage sensuality†. However, it could be said that after Claudio finds out the truth he knows that he has wronged Hero. He tries to renew Hero's reputation by marrying Leonato's niece even if she is an â€Å"Ethiope†, which means that he was truly apologetic. Some critics argue that Claudio has a business like approach, it can be argued that he only wants the estate, before Claudio married Hero he was fully informed about the property: â€Å"Hath Leonato any son, my lord? † In aristocratic society, people were dependant upon marriages of conveniences based on status and property, which could mean that Claudio is not a man of honour betrayed, as he only married for onvenience. Before Claudio went to war all he thought about was fighting but as soon as he has finished it is time for marriage. When he had finally come from war, audiences can tell that he is ready for marriage as one of the first sentences he says are â€Å"I would scarce trust myself, though I had sworn the contrary, if Hero would be my wife. † Critics can also argue that ‘war' can be seen as a central metaphor, the men return from war and instantly convey the values engaged on the battlefield into the domestic arena. ‘Love' is presented by Shakespeare as a form of warfare with the sexes battling it out. However, it is not a fair fight because women, unlike men, can not physically defend their honour. Hero's honour is betrayed, but there is little she can do about it. Claudio uses the metaphor â€Å"beauty is a witch†, even before his relationship with Hero, Claudio started showing that he was already suspicious of her -seeing her as an Eve, a betrayer of men. This emphasizes what he felt about women and reflected a popular renaissance view – that women were untrustworthy. It may be argued that Claudio lived in a society that was very misogynistic; during that period much of the fiction included misogynistic views. In the renaissance period people used to live by the bible, this is where the idea of male superiority came from. The story of Adam and Eve blames Eve for tempting Adam to eat the fruit. Thus, it was the woman who was morally weak. In Genesis, Chapter Two vs. 21-25 it says; â€Å"and the rib, which the Lord God had taken from man, made he a woman.. † Women were ‘made from men' reinforcing the illusion of inferiority. In renaissance times it was believed that women were deceivers and were there to tempt, just like Eve. It could be argued that Claudio was not to blame for his reaction to Hero, as he was erely reacting as men would at that time as it represented Elizabethan values. Benedick has similar values, believing that if he gets married he would be cuckolded; â€Å"I will live a bachelor†. There are endless Elizabethan jokes about cuckoldry, which reveal a general fear of infidelity that was perceived as dishonour. It was believed that the honour code was important and that soldiers such as Claudio were supposed to behave with chivalry. Audiences might have found it hard to sympathize with Claudio even in the Renaissance period because he was not behaving n a truly chivalrous manner. His behaviour could be seen as unacceptable and immoral as he treats Hero in a shameful way. However, Claudio's behaviour can be seen as acceptable once audiences understand the honour. Claudio's honour was so important to him, but when Hero allegedly cheated on him, he believed that it was only right to shame her. Claudio could have been seen as a victim of gossip within the play as he was lied to and manipulated by Don John to fulfill his plan. However despite this, Claudio changed his mind about Hero and instantly believed that she had done wrong. In conclusion, it could be argued that Claudio was not at fault. He was just mirroring the values of renaissance society. It is important to understand how social status and honour worked in the renaissance period to understand Claudio's cruelty. He was a ‘man of honour betrayed' and to understand what he did to Hero, audiences would have to consider that he thought that he had been betrayed. Nevertheless, it would be hard for any audience to sympathize with Claudio, as he did not behave with chivalry. However, Claudio realized his mistake and was willing to marry Hero's cousin.

The Splendiferous Sunset

The horizon slices through the magnificent sun, a bigger segment lying in reflection in the water as its sharp blend of rays in orange, pink, blue, red and purple pierce the clouds painfully. The bright yellow, hot flames that had been warming and brightening the day slowly extinguish, converting to deep cool orange flames. The never ending, deep ocean tardily becomes several shades darker, mirroring the splendiferous sky while sharing the unique beauty of its colours smoothly. The scene is simply dazzling. Colours of the rainbow given off by the umbrellas, hats and swimming costumes, battled wildly against the colour of, the golden sand; a layer of tiny eroded rocks blanketing the land from the ocean. All the colours were fading swiftly like water pouring out of a jug. The dark grey cliffs piercing the splendid sky, with its sharp heads, adding to my view of the sweet scene, hanging uninterestingly in the sides of the sand. The once noisy beach, where children's shout of laughter was heard, is suddenly slowly being replaced by the constant whisper of the wind and the splashing, spluttering and swishing of the waves. Footprints stamped into the sizzling sand, being washed away by the wild waves driven by the wind; erasing all evidences of life having been there. Distant leaving figures, against the stunning colours of the background, were shown as black difficult to observe. Silence hung, a sharp knife, threatening anything that disturbs it. Sharp rocks pierce my feet as I walk through the sand slowly, but also strangely comforting at the same time; the skin on my feet being slowly stroked by the waves is left tingling. As I slowly sat myself positioned between the sand and small waves, the feeling of comforting loneliness suddenly started to overwhelm me, the sereneness of the sunset scene, the whispering of the few trees stranded, the sound of the distant seagulls all combined together able to make any stone heart melt. As the enormous orange marble makes the last step of its journey, welcoming the darkness that would soon wrap itself around the world until tomorrow, with its remaining rays. I got up slowly, my gaze on the amazing scene before me; trying to absorb as much of the beauty while it lasts. Inch by inch the orange marble slips out of view, letting its slowly extinguishing rays say goodbye with the little energy left in the rays to the land soon to be enclosed in darkness. I started to run home.

Humanitarian Intervention Views of Richard Falk and Michael Walzer

Humanitarian Intervention Views of Richard Falk and Michael Walzer Identifying the central argument of the two articles Richard Falk and Michael Walzer present varying views as regards to the reason why state and non-state actors intervene in the international system whenever a crisis emerges. The two analysts differ over a number of fundamental issues, but they seem to agree about the nature of the international system, as they both observe that actors do not intervene to fulfil the interests of the affected individuals, but instead they aim at realizing their national interests.Advertising We will write a custom essay sample on Humanitarian Intervention: Views of Richard Falk and Michael Walzer specifically for you for only $16.05 $11/page Learn More Falk notes that powerful states intervene militarily to realize their ambitions and objectives in any conflict. He analyzes the effects of intervention whereby he comes up with two sets of reactions that intrusion seems to generate as far as legal, ethical, and political issu es are concerned. In the first response, Falk observes that commissions are set up within the state to investigate the consequences of interference where eminent persons are appointed to serve in such committees. The second response to intervention is criticisms from civil societies and human groups. The analyst tends to disapprove the behaviour of powerful states and other units that rush into conclusion without seeking the approval of the world governing body, which is the United Nations. For him, the advice of the Security Council should always be relied upon before coming with a decision to intervene militarily in a war-tone region. Falk accuses the role of non-official bodies, such as NATO, which are often used in restoring peace without the approval of the world governing bodies. States should embark on strengthening the legally and ethically accepted institutions, such as the regional blocs since they represent the interests of the majority. Non-official organizations, includ ing NATO, only represent the interests of the powerful states, such as the United States, France, Britain, and other US allies. Whenever intervention is undertaken, Falk suggests that the UN objectives under the responsibility to protect clause ought to be followed closely. In this regard, the rules of engagement should be clear meaning that actors should determine when to intervene, the mode of intervention, and must give a genuine reason for intervening. Additionally, military involvement should be employed as a last resort meaning that other options should be explored. If military action is adopted, approval should be sought from the UN to make it legitimate. Michael Walzer approves intervention if it is felt that human life is in danger. In fact, he claims that actors should make an attempt of intervening as soon as possible to prevent human suffering. In his view, it is difficult to commit crimes against humanity without being noticed in the modern international system because of the development of information communication techniques.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his attempt to justify intervention, he analyzes four major themes that actors have to consider, which include the nature of occasion, the agents to be used in intervention, the techniques of engaging the aggressor or the belligerent state, and the best time to end or terminate intervention. Regarding occasion, the international community should only interfere with state sovereignty if the condition is extreme. Issues, such as violation of human rights and authoritarian regimes do not call for intrusion since they have to be dealt with locally. Only issues related to genocide and mass murder call for intervention. When engaging the aggressive party or state in the international system, only the United Nations should be given the mandate of doing so. The use of force i s justifiable, but only if other means have failed. Once the situation is restored back to normal, the intervening state should withdraw, as soon as possible. Identifying the points of agreement and disagreement between the tow scholars The two analysts agree at some point while in other instances they differ. On the issue of intervention, Falk observes that regional organizations and internationally recognized bodies, mainly the United Nation, should be left with the mandate of resolving conflicts and force should never be applied. Walzer takes a different stand, as he suggests that only the United Nations should be given the mandate of intervening and force might be used to restore the situation back to normal. Walzer is of the view actors in the international system should not intervene over minor issues. For him, only genocide should attract intervention, as other issues ought to be resolved locally. Falk differs slightly with this idea, as he suggests that actors have the right of intervening whenever deemed necessary. The two analysts agree that intervention is necessary and should always be undertaken whenever human life is in danger. While Falk underscores the that powerful states intervene to salvage their interests, Walzer has a different view, as he observes that intervention is undertaken to prevent the hostile actor from harming human life. They both give examples of intervention in India, Kosovo, and Rwanda, but their accounts are different. Critical evaluation of the two positions It is noted that Falk is a realist while Walzer is a liberalist. Realists believe that any state would have an interest of preserving its political autonomy, as well as territorial integrity. Regarding the intervention of powerful states, the main objective is to maintain the global power, which is defined in terms of military power, political domination, diplomatic power, and cultural power. Based on this view, realists believe that the international system is anarchi c, brutal, and life is short-lived as an actor engage in a zero-sum game whereby a loss on the side of one actor is the gain of the other.Advertising We will write a custom essay sample on Humanitarian Intervention: Views of Richard Falk and Michael Walzer specifically for you for only $16.05 $11/page Learn More In the global system, there is no Leviathan, which is charged with the responsibility of overseeing the affairs of all actors, instead the vacuum left is filled by the powerful states. In this regard, the international system exists based on the Hobbestian state of nature where life is short-lived and highly calculative. Peace in the international system is maintained by balance of power. Liberalism is one of the dominant theories in the study of international relations stating that world peace and security could be achieved through cooperation. The theory tends to suggest that regime types, existence of international organizations, and the nature o f domestic politics affect the decisions that foreign policy makers formulate at the international political arena. The commercial interests of various actors force them to implement free trade policies, which have the role to play in the relations among states. Through the theory, other related theories have been formulated, including globalization and interdependence. Walzer notes that agents of globalization, including the media, play a role in exposing the actions of the aggressive actor. For peace to be maintained globally, actors should think of institutionalizing peace, which would definitely facilitate cooperation. Walzer observes that the United Nations is competent in maintaining peace and security. Therefore, the theory does not encourage actors to come up with short-time peace solutions, but instead they should aim at formulating lasting peace strategies. In this regard, international law, norms, and formation of alliances ought to be stressed if lasting peace and securi ty is to be achieved. Falk, Richard. â€Å"Humanitarian Intervention: Elite and Critical Perspectives†. Global Dialogue, 7.1 (2005): 1-7. Print. Walzer, Michael. â€Å"The Argument about Humanitarian Intervention†. Forum for Intercultural Philosophy, 5.1 (2004): 1-8. Print.

Danger Of Second-Hand Smoke Essays - Smoking, Free Essays

Danger Of Second-Hand Smoke Essays - Smoking, Free Essays Danger Of Second-Hand Smoke EGL102-51 July 7, 2015 Persuasive Emotional Essay Danger Of Second-Hand Smoke Cigarette causes the death of thousands of people every year in the World. Second-hand smoke causes almost 50,000 deaths in adult nonsmokers in the United States each year, including approximately 3,400 from lung cancer and between 22,700 and 69,600 from heart disease. (American Lung Association). Some people make the wrong choices to smoke while others peoples are the victims. Although smokers are the ones directly inhaling the smoke from their cigarettes, they put everyones life in danger. Those around them are not given the choice as to whether they will inhale the toxic air. With the increasing evidence of the dangers of smoking and second-hand smoke, there is no longer a place for smoking in society. Governments should make more effort to protect the nonsmokers from second-hand smoke and the problems it causes by restricting the usage and the sale of the cigarette in some area of the society. As U.S citizen, people believe that they have the right to use their freedom to do whatever they judge good for them without worried of the consequences of their action on other people. Smokers believe they have the freedom to smoke as the U.S. provides freedom of choice; therefore, as citizens, they have the right to smoke if they so choose. However, their freedom to smoke obstructs other citizens liberties as they do not get to choose whether or not to inhale air contaminated with second hand smoke that may be harmful to their health. Categories of people, who deserve more protection against the cigarette, are children. According to Karl Hill, Associate Professor at the University of Washingtons Social Development Research Group states, If your parents were smokers it is a double whammy because you are more likely to use drugs in general and even more likely to smoke cigarettes." (medicalnewstoday.com/articles/49400.php) Moreover, Hill and Jennifer Bailey, a UW research scientist, conducted a study exploring smoking, heavy drinking and marijuana use across three generations. Their findings indicate that the children of a parent who uses any of these substances are more likely to smoke, binge drink or use marijuana in adolescence and adulthood. Children, whose parents smoke in their presence are being set up to repeat the same behavior or even worse, turn to harder drugs. Consequently, a childs behavior may be damaged by their parents smoking habit. In reality, the nonsmokers undergo a lot of danger cause by the smoker. The first danger is the Carcinogens which are cancer causing agents and are found in second-hand smoke. In fact few of them are poison such as benzene, cadmium, chromium, carbon monoxide, formaldehyde, and nickel. Passive smoking is estimated, by the EPA, to cause about 3,000 lung cancer deaths in nonsmokers each year. (www.epa.gov). In addition certain chemicals in second-hand smoke cause coronary disease. Thirty minutes of passive smoking can reduce the arteries ability to dilate, which may be a precursor to hardening of the arteries. (USA Today, 7/24/01) Second-hand smoke causes about 37,000 deaths by heart disease every year. (www.lungusa.org). Second-hand smoke is more harmful than mainstream smoke. Side stream smoke, smoke coming out of the end of the cigarette, has higher concentrations of carcinogens than mainstream smoke, the smoke inhaled by the smoker. (www.yourhealth.com) Second-hand smoke contains bo th mainstream and side stream smoke, so it can be very dangerous. College students, who were exposed to high levels of environmental tobacco smoke (ETS) as children maintained higher blood pressure, mean arterial pressure, and heart rate at rest and during psychological stress compared to students who grew up with low levels of ETS (scienceblog.com/community/older/1999/C/199902721.html) The tobacco smoke in the home environment has a lasting effect on the children who inhale it. As adults they cannot escape the harm the second hand smoke causes. In order to protect children and other innocents peoples, Law Maker should find some strict solution that could ban the sale and the usage of the cigarette in some places of the society. California for instance has banned smoking in restaurants. A successful campaign is one that not only keeps people from smoking, but also one that protects nonsmokers from second-hand smoke by creating an environment that encourages smokers to cut down

Word Choice Reluctant vs. Reticent

Word Choice Reluctant vs. Reticent Word Choice: Reluctant vs. Reticent â€Å"Reluctant† and â€Å"reticent† are both adjectives that mean â€Å"unwilling.† They also look similar written down, so it’s no wonder people use these terms interchangeably. But there is a difference between â€Å"reluctant† and â€Å"reticent,† so check out our guide to make sure you can use them correctly. Reluctant (Unwilling or Slow to Do Something) To be â€Å"reluctant† is to be unwilling or hesitant to do something. For example: I was reluctant to leave before the fireworks. You can use this term in any situation where someone is resistant to something, so it has a wide range of possible uses. This flexibility is reflected in the origins of this term, which comes from a Latin word meaning â€Å"struggle.† As such, if we are struggling to bring ourselves to do anything, we can say we feel â€Å"reluctant† about it. Reticent (Unwilling to Speak) While â€Å"reticent† also implies being unwilling or hesitant about something, it applies specifically to speaking or revealing our thoughts and feelings: Tom was reticent about why he left the party. Here, we’re not saying that Tom was â€Å"reluctant† to leave a party. We’re saying he was unwilling to tell us why he left the party. We can also use â€Å"reticent† to describe someone’s character in general: Hannah has been reticent for as long as I’ve known her. Even in this case, though, the word â€Å"reticent† suggests that Hannah is quiet and reserved in particular. It does not mean she is â€Å"unwilling† in other ways. And we would not use reluctant to describe a personal trait like this. Again, looking at the origins of this word can help us understand how it is used in modern English: â€Å"reticent† comes from reticere, which means â€Å"silent† in Latin. Thus, if we are â€Å"reticent,† we are being quiet about something. Reluctant or Reticent? Although some now use â€Å"reticent† to mean â€Å"unwilling† in any context, it would be a mistake to do this in formal writing. So to avoid errors, remember that â€Å"reticent† has a more specific meaning than â€Å"reluctant†: To be reluctant is to be unwilling to do something. To be reticent is to be unwilling to speak or reveal your thoughts. If you can remember this distinction, you should be able to use these terms correctly. But if you want to be extra sure that your writing is error free, you can also submit a document to our outstanding proofreading service.

REGIME CHANGE Essay Example | Topics and Well Written Essays - 1500 words

REGIME CHANGE - Essay Example Coup de tat involves forceful transition where a leader comes into office by overturning or rebelling against the government. In such a case, the leader has authority, but lacks legitimacy/ claim to his or her title. In most cases, regime changes towards an authoritarian regime are characterized by totalitarian actions which inhibit peoples’ freedoms (Goerman, et al., 2009). The other one involves external forces, which are characterized by external pressure from non governmental bodies such as the United Nations and NATO. The UN may pass into law interventions that are aimed to kick out a certain regime in a country (Gilligan & Sergenti, 2008). A good example is the global communities’ involvement in ousting the current regime in Syria, which is being accused of going against its peoples’ wishes and lacking legitimacy. Examples of significant regime changes across the globe include Iraq, Egypt, Tunisia, Libya and even Syria. Political history of Libya Libya has a real distinct history, which dates back to the 16th century with the decline of the Berbers dynasties, to the takeover by the Turks, then the French, and then under Italy in 1912; up to the time they gained independence in 1951 (History World, 2012). During the Italian rule between 1914 and 1945, there was the introduction of fascism, which should be noted distinctively as a new method of administration of Libya back then. Italy appointed fascist governors who operated with extremes measures to the point of setting up concentration camps to subdue resistant from two major Libyan areas. Major regimes in Libya After the second world war, and under a United Nations resolution the three major regions of Tripolitania, Cyrenacia and Fezzan come together to form the present day Libya, under the leadership of King Mohammed Idris I. His term in the throne was a huge shift from the fascist rule embraced by Italy during the colonial period. His style of governance involved ruling Libya as an old fashioned monarch. This meant that democracy was thrown out of the window. This kind of rule was retrogressive to the economy of the region since the royalty used up most of the resources impoverishing the population. Eighteen years into his rule as king, King Mohammed was deposed in a bloodless military coup by the then twenty seven year old Muammur Gadaffi, a captain in the air forces. He immediately becomes the commander in chief of the armed forces. Gadaffi ruled Libya with a firm grip, creating a reputation of being a hard stance dictator who was very unpredictable, and the world over. He developed a philosophy which he used in governing Libya which he wrote in a book titled ‘The Green Book’ which was published in two volumes, one in 1978 and the other in 1980.The book highlighted a political philosophy based on Islam, Arab nationalism and socialism. Gadaffi’s reputation on the international stage suffered a significant blow due to his unpredictable nat ure. He was many times accused of supporting financially extremist groups across the globe. The use of Libya’s oil wealth in meddling in other countries affairs made the international community set up measures of controlling his influence. In April 1986, in his government’s commitment against international terrorism, Ronald Reagan the then president of the United States authorized airstrikes in Libya,

Cell Phones VS Landlines; the Advantages and Disadvantages Research Paper

Cell Phones VS Landlines; the Advantages and Disadvantages - Research Paper Example nine percent of Americans use cell phones only with no landlines though most Americans combine the use of both landlines and cell phones (Westcott, p41). A cell phone is a short-range communications device that receives and broadcasts low power digital radio signals to and from cell sites which are located throughout populated areas. Older cell phones transmitted analogue signals with some transmitting both digital and analogue signals until 2008 when the support of analogue signals stopped. On the other hand, landline phones are usually linked to a main central utility via telephone lines. Local regulatory commissions normally control the pricing of landline use. Traditionally, landlines were the ones used for homes and offices but nowadays more people have switched to cell phones. This presentation seeks to examine the pros and cons of cell phones and land lines from different perspectives in terms of their use and possession and provide one with knowledge to enable him or her make an informed decision when choosing to have one or both telecommunication devices. Portability: Unlike land lines, cell phones are very portable and one can carry them along anywhere and use them anywhere where there is a service provider signal. They can be conveniently carried around and used in places where land lines are absent, for example while on the highways. Mobility: One can use cell phones while on the move and hence save a lot of time which would have been wasted by being stationary and waiting for the phone call, especially for a busy individual. Besides, one does not have to miss important calls while on the move. Emergencies: In cases of accidents, one can easily call the ambulance or police while at the scene. One can even take pictures of the accident scene if he has a phone with a camera. In cases where one may be lost, one can call for directions or if he has a GPS enabled phone, the emergency services can trace his position and come to his rescue. Versatility:

The Concept of Majority Rule Assignment Example | Topics and Well Written Essays - 500 words

The Concept of Majority Rule - Assignment Example The relationship between the two is that the principles of majority rule and minority rights identically support an egalitarian form of government in the United States of America. An example of this is the â€Å"Title VII of the Civil Rights Act of 1964 which make illegal employment discrimination on the grounds of race, color, religion, sex, or national origin. It applies to all colleges and universities, public or private that have at least fifteen employees. The U.S. Constitution prohibits state employment in violation of the equal protection of the laws and applies to all public institutions of higher education. Title VII and the Constitution jointly establish what is required and permitted with respect to affirmative action in higher education† (The U.S. Equal Employment Opportunity Commission, 1964). Another example which exhibits the duality of the constitution is the No Child Left Behind Act of the NCLB, a constitutional provision ensuring the right of all children to be studying in school (Henley, Mcbride, Milligan, and Nichols, 2007). Practically, this constitutional provision promotes the need for every citizen of the United States of America to gain the appropriate knowledge for wisdom in any chosen field. This must also be inconsistent with the current global trend towards service industry.

Business Information System written assignment Essay

Business Information System written assignment - Essay Example According to the case, it is clear that the firm needs to use an enterprise resource planning system to manage its operations. In acquiring a business system, the business can acquire a system for each of the functions that it has, or it can acquire an information system that cuts across all the functions of the business. An enterprise resource planning system is a system that is designed to centrally manage all the process of the business. In other word, information is shared across all the departments in the organization. This is achieved by installing a system that incorporates all the functions of the business. If a business acquires this kind of a system, it means that all data from all its departments is centrally collected and managed which makes it easier for each department to collaborate more easily and also eliminates redundancies in functions. A customer relationship system is crucial to make sure that customers are managed properly. According to Gravely (2003, p.12), customer relationship management is a process of finding, identifying, acquiring and maintaining the most dependable customers for the business. In a modern business environment, customer management is important, and the CRM will help BMW in a number of ways. First, it will make it easier to maintain a close relationship with customers. Given the kind of products that the firm is selling, it is clear that its customers are long time customers who are going to remain using the products of the firm for a long time. Being able to have a close business as well as a personal relationship with the customers will be of importance to BMW in the long run and the CRM will help in this. The sales department will benefit from the CRM and the sales staff will be able to interact better with customers, both current and potential customers. A CRM will also help in getting and processing

Explaining and evaluate principles Essay Example | Topics and Well Written Essays - 1000 words

Explaining and evaluate principles - Essay Example Second, the necessity of checks and balance, again with the end view to avoid or thwart tyranny that the people must give its consent on important matters of governance. We can take an extreme case as an example to illustrate this point such as leaders cannot just do whatever they want with the governed such as throwing anybody in jail they dislike or disagree with. The political liberties (including physical liberties) of the people must be ensured for a leader to govern. If a government or leader will do the example such as illegally detaining people it do not like or disagreed with, then it is also the right of the people to rebel and the options available to do this are in multitude but that would be digressing to discuss them. Important aspects of governance that affects the people must also have the consent of the people. One example is the choice of leader, which Locke also agreed, must have the consent of the people through an election. ... Mill also put forth the consequential theory on freedom that an individual’s course of action is acceptable for as long as it is good for the majority of the people which in a way modern government uses a guide when it disposes policies into action. With regard to freedom of speech John Stuart Mill is quite liberal in his point of view and it seems that he make an exception to this general theory that freedom must be regulated. In general, Mill argues in his consequential theory that an individual is free to pursue a course of action or interest for as long as it do not harm to other. But in the expression of thought and discussion, Mill argued that it should not be abridged. His contention is that an individual’s capacity to express opinions and to discuss must be exercised in full and not to be suppressed. He did not argue for this naively. Mill knows that not all opinions are truthful and good. In fact, he mentioned that opinions and thoughts can be entirely false, p artially true and wholly true which in all, is an inestimable and could benefit the common good. Mill argues for this as; First, if any opinion is compelled to silence, that opinion may, for aught we can certainly know, be true. To deny this is to assume our own infallibility. Secondly, though the silenced opinion be an error, it may, and very commonly does, contain a portion of truth; and since the general or prevailing opinion on any subject is rarely or never the whole truth, it is only by the collision of adverse opinions that the remainder of the truth has any chance of being supplied. Thirdly, even if the received opinion be not only true, but the

Business Information System written assignment Essay

Business Information System written assignment - Essay Example According to the case, it is clear that the firm needs to use an enterprise resource planning system to manage its operations. In acquiring a business system, the business can acquire a system for each of the functions that it has, or it can acquire an information system that cuts across all the functions of the business. An enterprise resource planning system is a system that is designed to centrally manage all the process of the business. In other word, information is shared across all the departments in the organization. This is achieved by installing a system that incorporates all the functions of the business. If a business acquires this kind of a system, it means that all data from all its departments is centrally collected and managed which makes it easier for each department to collaborate more easily and also eliminates redundancies in functions. A customer relationship system is crucial to make sure that customers are managed properly. According to Gravely (2003, p.12), customer relationship management is a process of finding, identifying, acquiring and maintaining the most dependable customers for the business. In a modern business environment, customer management is important, and the CRM will help BMW in a number of ways. First, it will make it easier to maintain a close relationship with customers. Given the kind of products that the firm is selling, it is clear that its customers are long time customers who are going to remain using the products of the firm for a long time. Being able to have a close business as well as a personal relationship with the customers will be of importance to BMW in the long run and the CRM will help in this. The sales department will benefit from the CRM and the sales staff will be able to interact better with customers, both current and potential customers. A CRM will also help in getting and processing

Life in Prison Essay Example | Topics and Well Written Essays - 500 words

Life in Prison - Essay Example The text provided me with a comprehensive view of this subject. b. There are different strategies being used by "Anonymous N. Inmate" and the other inmates in their adjustment to the prison system. Some attempt to become more involved in prison lives in a good way, occupying themselves with programs and activities that pass the time, like reading, drawing, getting a job, educating themselves, participating in religious activities and other activities. These are used as ways to escape the difficult reality of living within the prison compound. Others choose do behave differently; engaging in the economy of illegal goods and services, prison politics, joining a gang, etc. Both methods are, in a way, forms of escapism of the reality and keeping one engaged and busy. Another adaptation to life in prison is that which involves sex in prison. While some prisoners opt to only masturbate, others begin having sex with other men, while picturing women. The dire lack of any women and the possibility to have sex with someone of your own choice leads them to doing this. This is clearly an adaptation difficult to make, but statistics show that between 12 and up to 65 percent of prisoners do this. c. The inmates need for respect, hope and safety contributes to the correctional policy to a great extent. By knowing what the prisoner needs and aspires to, the correctional system can adapt its methods of conduct, its strategies of operation, its rewards and punishments to these needs of the prisoners. For example, prisoners who exhibit a good behavior could be granted with special freedoms or privileges, something which will enhance their sense of being respected and valued. These prisoners could be commended on their good behavior, encouraging them to keep it up. In the same way, while of course keeping a humane and reasonable approach, prisoners who misbehave should be discouraged from continuing this form of conduct. d. The facility in

Factional Distillation of Crude Oil Essay Example for Free

Factional Distillation of Crude Oil Essay This process is called fractional distillation. You basically heat crude oil up, let it vaporize and then condense the vapour The various components of crude oil have different sizes, weights and boiling temperatures; so, the first step is to separate these components. Because they have different boiling temperatures, they can be separated easily by a process called fractional distillation. The steps of fractional distillation are as follows: 1. You heat the mixture of two or more substances (liquids) with different boiling points to a high temperature. Heating is usually done with high pressure steam to temperatures of about 1112 degrees Fahrenheit / 600 degrees Celsius. 2. The mixture boils, forming vapor (gases); most substances go into the vapor phase. 3. The vapor enters the bottom of a long column (fractional distillation column) that is filled with trays or plates. The trays have many holes or bubble caps (like a loosened cap on a soda bottle) in them to allow the vapor to pass through. They increase the contact time between the vapor and the liquids in the column and help to collect liquids that form at various heights in the column. There is a temperature difference across the column (hot at the bottom, cool at the top). 4. The vapor rises in the column. 5. As the vapor rises through the trays in the column, it cools. 6. When a substance in the vapour reaches a height where the temperature of the column is equal to that substances boiling point, it will condense to form a liquid. (The substance with the lowest boiling point will condense at the highest point in the column; substances with higher boiling points will condense lower in the column. ). 7. The trays collect the various liquid fractions. 8. The collected liquid fractions may pass to condensers, which cool them further, and then go to storage tanks, or they may go to other areas for further chemical processing. Components of the Mixture Crude Oil Components All the . Product| Boiling point ( degrees Celsius )| Petroleum gas| 40| Naphtha or ligroin| 60-100| Gasoline| 40 205| Kerosene| 175-325| Gas oil| 250-350| Lubricating oil| 300-370| Heavy gas| 370-600| Residues| 600| Products of Separation Assessment Question: Why is the mixture separated? What are the components used for? Why is Mixture Separated? 42393793 161b What are the Components Used For? Below is a list of separated components and what they are used for: Petroleum gas Used for heating, cooking and making plastics. Commonly known by the names methane, ethane, propane, butane. Naphtha or Ligroin Intermediate that will be further processed to make gasoline. Gasoline Motor fuel. †¢liquid Kerosene Fuel for jet engines and tractors; starting material for making other products. †¢liquid Gas Oil or Diesel Distillate Used for diesel fuel and heating oil; starting material for making other products. †¢liquid Lubricating Oil Used for motor oil, grease, other lubricants. †¢liquid Heavy Gas or Fuel oil Used for industrial fuel; starting material for making other products. †¢liquid Residuals Coke, asphalt, tar, waxes; starting material for making other products.

Social Construction of Crime

Social Construction of Crime The essay focuses on the social construction of crime, and the possible reasons for these social constructions. In the first section, the essay explains what crime is, and the constructionist perspective theory. In the Second section my essay focuses on the crime as socially constructed and why it is socially constructed. In the third section essay explains, three levels of explanation in the study of deviant and criminal behaviour. In the final section, it focuses on the historical theoretical periods, which plays an important role in revitalising past discoveries. Crime is a term that refers to many types of misconduct that is forbidden by law. There are a number of different reasons as to why crime can be viewed as a social construction. There cannot be social problems that are not the product of social construction naming, labelling, defining and mapping them into place through which we can make sense of them (Clarke, 2001). In this essay I will explain what is social construction, also what crime is, and why we think, that crime is socially constructed. Furthermore, I will explain how media construct crime and the stigma of black crime. In the last paragraph I will explore the importance of Marxist and Durkheims theories on the emergence of crime. There is no doubt that crime is socially constructed. The constructionist perspective draws on a very different sociological inheritance, one that treats society as a matrix of meaning. It accords a central role to the processes of constructing, producing and circulating meanings. Within this perspective, we cannot grasp reality in a direct and unmediated way Reality is always mediated by meaning (John Clarke p.6). Indeed, some of its proponents argue that what we experience is the social construction of reality (Berger, 1967). How something or someone is named, identified and placed within a map of the social orders has profound consequences for how we act towards it or them (Becker, 1963). Public concern over crime relates mainly to theft and violence, which are regarded as being serious enough to warrant sustained attention from the police. This concern, reflected in periodic moral panics, tends to ensure that many of those who are involved in theft and criminal violence do so as a form of secondary deviation. As a result, many of them develop a criminal identity (Becker, H. S, 1963). The national British crime survey (BCS) reports showed that the risk of being victims of crime is shaped by locality, lifestyle, age, gender and ethnicity. BCS confirm that the risk of being a victim of contact crime are highest for men those aged under 30, those living in intercity areas and those living in privately rented accommodation. Noon the less according to the BCS it is frequently those who are least at risk of crime who are most anxious about it, notably older people and women(May et al,2009). The very good example of how crime can be socially constructed is Black Crime (McLaughlin, 264). During the early 1970s indicated, that the media has continued to project an image of Britain as a white society (Hartman 1974). Crime and criminality came to be the central motif that constructed black people as a problem presence, and also signifying that they were not really British (McLaughlin, 264).   Gilroy (1987) has added to this by analysing discourses on race, crime and nations. Perceptions of the weakness of black culture and family life, sometimes explained by absence of a father or authority figure, or more crudely, by a lack of respect for the Law and British tradition of civility, served to define black people as lesser breeds without the Law , as the others who stands outside what is meant to be British(Gilroy, 1987). However the significance of the prolonged campaign that led to the inquiry into the murder of Stephen Lawrence cannot be overstated. Dominant representatio ns of black people as a problem for white British society have been successfully challenged (Murji, 274).   The media is the most powerful organisation which does a big impact on social construction of the crime. The importance of the news media in framing the public understanding of social problems is widely recognized (McLaughlin, 263). Research in many countries confirms that crime reports are among the most headlines catching of news commodities. It is also suggested that there is broad correspondence between the images of criminality articulated in the news media and the interpretation for this (Murji, 264). Such as media presentation of the information reinforces social construction of the crime (McLaughlin et al, 264). There are three levels of explanation in the study of deviant and criminal behaviour. A first level of explanation is concerned with the existence of the many different forms of human behaviour that occur in any society (Becker, 1963). Biology may contribute towards an explanation of this diversity, but it can never provide the whole explanation. It is always necessary to take account of processes of socialization (Becker, 1963). Biological theory of crime, arguing that any association between physical characteristics and their behaviour can be explained(Young 1999). According to Young, lower working class children who are more likely to be involved, in the crime, are also by virtue of diet, continual manual labour, physical fitness and strength, more likely to be mesomorphic (Young 1999, 387).Young claims that males chromosome could lead to behaviour that to others it would look odd, and this differences may exclude them from normal social life, which in turn may lead them to crime. However according to Kelly, behaviour attributed to biological causes may not necessary lead to crime. The biochemistry of the body may affect behaviour as he points out for example A Diabetic person,   without recent insulin injection may become tense, short tempered, but his behaviour does not constitute a criminal act( Haralambos 1999). A second level of explanation is concerned with the variation in norms between social groups, as manifested particularly in cultural and subculture differences (Becker, 1963). Lea and Young stress out that crime is only one aspect, though generally a small one, of the process of cultural adaptation to oppression. Unlike Gilroy, they see West Indian crime as a response to condition in Britain rather than as a continuation of traditions from the West Indies (Lea el at.1999, 428). Socialization takes place within particular social groups, and it is the norms of these groups that provide the standards for the identification of particular kinds of b ehaviour as criminal (Becker, 1963). The third, and final, level of explanation is concerned with the ways in which particular individuals are identified as criminals by others and so come to develop a criminal identity. This is a matter of social reaction and control (Becker, H,1963). In addition to understand social construction of crime, it is very important to look back at historical theoretical periods, which plays an important roles in revitalising past   discoveries, putting new stress on the interpretation of events and relating these to current happenings(Jock Young, 307). First of all I would like to look at Marxist theory, where he sees crime being endemic in the social order. According to Marxism, men make their own history, but they do not make it just as they please: they do not make it under circumstances chosen by themselves, but under circumstances directed encountered, given and transmitted from the past (Marx, 1969,p.360).   Marxist frameworks have developed a Marxist theory of crime. From Marx perspectives crime is seen largely as the product of capitalism, with criminal and antisocial behaviour indicative of the contradictions and problems inherent in the capitalist system (Marsh, 1997, 519). The basic motivation of capitalism, such as emphasis on materialism and self- enrichment, encourage self-interested, anti-social and, by implication, criminal behaviour (Marsh, 1997, 519). Marxist s argues that business crime is largely ignored by the legal system. There are some well publicized exceptions, but these tend just to reinforce the impres sion that criminals are mainly from the working classes and that business criminals are not real criminals they are just doing what everyone else does (Marsh,1997,519). Marxist arguments suggest that capitalism produces the conditions that generate criminal behaviour. According to him, crime occurs because of economic deprivation and because of the contradictions that are apparent in capitalist society. Working-class crime is a rebellion against inequality and against the system that uses the legal process- including the Law, the police, courts and prison as weapons in a class war(Marsh, 1997, 522). According to Durkheims crime theory, he points out two arguments on crime growth. The first argument is, that modern industrial urban societies encourage a state of egoism which is contrary to the maintenance of social solidarity and to conformity to Law , and second is, that in periods of rapid social change anomies occurs. By this he meant an anomic disordered society lacking effective forms of social control, and thereby leading to a state of individually perceived formlessness (Frank Heathcote, 347). Durkheim arguments that crime is inevitable and functional does not explain the causes of crime or why certain people are more likely to engage in, criminal activities than others (Frank Heathcote, 348). Regarding to Durkheim, crime is present in all types of socially, and that crime is higher in more industrialised countries   ( Haralambos 1999,389). Durkheim explains why he sees crime inevitable, he explains that it is inevitable because not every member of society can be equally committed to the collective sentiments, and that it is impossible for all to be alike (Holborn 1999.389). He also explains crime as being functional, and that its function not to remove crime in society, but to maintain the collective sentiments at their necessary level of strength. Durkheim believed that without punishment the collective sentiments would lose their force to control behaviour and crime rate would become dysfunctional. Durkheim view that healthy society requires both crime and punishment ( Haralambos. 1999, 390). More recently functionalist theories, based on the notion of there being a general consensus of values and norms, have focused on causes of criminal behaviour. Functionalist theories of crime tend to assume that there is general consensus within society over what is right and wrong behaviour. The interactionist approach questions this assumption; it does not see criminals as essentially different from so called normal people. Many people commit criminal action and it is therefore not easy to maintain a clear distinction between the criminal in terms of particular personal characteristics (Marsh, 1997, 517).   To summary, in my essay firstly I discussed that, crime has been seen as a response to the frustration felt by those who cannot achieve the norms or goals of society. Secondly, how dominant representations of black people as problems for white people society have been successfully challenged. Thirdly, that the media is the most powerful organisation which does a big impact on social construction of the crime, and finally I argued two most important theories, which are still in use. References: Becker. H. S. (1963), Outsiders: Studies in the Sociology of Deviance (New York: Free Press). Fitzgerald. M. el at (1990). Social Disorganisation theories. Heathcote F (1990). Crime and Society. London: The Open University Press. Haralambos, M. el at (1999). Themes and Perspectives. Fourth Edition. London: Harper Collins. May. M. el at (2009). Crime Disorders and Community Safety. Dee Cook. (2009) Understanding Social Problems, Australia: Blackwell. Marsh. I. el at (2009). Making Sense of Society. Fourth Edition. London: Longman.

Comparing Dangerous Liaisons by Choderlos de Laclos and Cruel Intention

Comparing Dangerous Liaisons by Choderlos de Laclos and Cruel Intentions the Movie It is my intention to compare the book, Dangerous Liaisons by Choderlos de Laclos, to its modern movie version, Cruel Intentions starring Sarah Michelle Gellar. I intend to examine how the original French text was modified in reference to plot, character, morals/values, and themes. I also plan to discuss how these transformations change the meaning of the story and reflect different cultural/historical contexts. There are some major differences between these two works, if only because of when they were written. First, the plots of both works need to be discussed and explained how they are different. The stories of both works have basically the same structure, until it gets toward the endings. In Dangerous Liaisons, the Vicomte de Valmont dies in a sword battle between him and Danceny. Right before he dies, though, he gives Danceny all of his letters between him and the Marquise de Merteuil and tells him to circulate them in order to ruin Merteuil’s reputation. Danceny does this and then moves away for a while. Merteuil ends up becoming disfigured from small pox and her reputation crumbles. She moves to Holland because of this. Cecile moves back into the convent and Madame de Tourvel dies of misery because of the suffering that Valmont put her through. Because Cruel Intentions is such a modernized version of this story, the ending is a lot different. Sebastian (Valmont) dies by being hit by a car because he pushed Annette (Tourvel) out of the way in order to save her life. Obviously, this is a much more modern way of dying in a movie than dying in a sword fight. Also, it shows the Valmont character as being more heroic, which in Dangerous Liaisons, he was not quite so heroic. In the movie, it does not really say what happens to Ronald (Danceny). He fights with Sebastian, and that is the last we see of him. Catherine (Merteuil), like in the book, also has her reputation ruined, but she gets humiliated in a more dramatic way (in front of the student body and faculty). Also, there is the issue of drugs. Her addiction to cocaine is revealed. The use of drugs is a common issue in today’s modern movies, and that is one of the reasons Cruel Intentions is different in terms of its cultural context. Cecile and Annette (Tourvel) worked together to produce copies of Sebast... ...haracters’ clothing is not discussed in the book, so I cannot really apply this theme to it. Lastly, I would like to discuss the issue of Libertinism. Libertinism was a movement that started in the eighteenth century; about the time Dangerous Liaisons was written. It was a movement of questioning religion and God and of scandalous affairs. The people of this movement no longer thought the world is controlled by God, but by your own actions. The characters of Valmont and Merteuil were prominent Libertines. The book is definitely an example of this movement. It completely represents the values that come from Libertinism. In conclusion, both of these pieces of work were written in their cultural and historical context. I attempted to compare the two in reference to plot, character, morals/values, and themes and explain them in their cultural and historical context. Dangerous Liaisons was considered to be a condemned piece of literature and Cruel Intentions emphasized this immorality as a modernized version of the story. Works Cited Cruel Intentions. Kumble, Roger. Columbia Pictures, 1998. Laclos, Choderlos de. Dangerous Liaisons. London: Penguin Classics, 1961.

Instructional Communication Essay

Instructional Communication Instructional Communication can be best explained as the transfer of information in a teaching environment. There are a lot of aspects that is associated with Instructional Communication. The contexts that are most relevant to my career are teacher to teacher communication, teacher to student communication, comprehension of information, and technology used in the setting. These four aspects make up my career as a public affairs instructor for the Department of Defense. Instructional communication is very important to the field of communication. Instructional communication is implemented everyday all around the world. It is implemented in schools and in job settings. This type of communication is how we relate information to new people on the job or students in a classroom. In order to determine the depth of comprehension we have to analyze formal and summative assessments of the students. During the course that I instruct, we also use technology to convey information as well as have the students to use technology to complete projects that are due during the course. Instructional communication has several different contexts located within it. I feel that the most important context would be teacher to student communication. It is extremely important as a teacher or an instructor to be able to convey the information to your audience and them be able to comprehend what you are talking about. It is also very important that students ask questions or talk about the material that is being covered to show understanding. According to Karaduz, (Karaduz, 2010) â€Å"An important part of instructional services involves giving messages to students about how they should learn and become involved in the learning process, giving those stimuli for reinforcement, identifying the gaps in their learning, and amending these gaps. An effective instructional process thus requires strong communication skills along every step. It is through language that a healthy communication is established, student interest is aroused, and ways of comprehending, practicing and retaining information are clarified. Karaduz said a lot in these few sentences. He talked about how important communication is between student and teachers. What good do teachers do when the students cannot understand the teacher’s message? Teacher and student communication is so important in any instructional setting. The next most important part of instructional communication is teacher to teacher communication. It is handy to have colleagues that you can ask questions or get advice about certain criteria. I have worked as a public affairs person for the last seven years. Of that seven years 2 ? of them has been in a combat area. In this intense atmosphere I have learned pretty much everything that I teach my students at the Defense Information School. A lot of times other instructors come to me for information on what should happen in a certain situation in a combat area. I think that teacher to teacher communication is extremely valuable and you should take a advantage of it. According to Lance (Lance, 2010), â€Å"when administrators value collaboration between teacher-librarians and classroom teachers and when teacher-librarians and their classroom colleagues report that it happens more frequently, students are more likely to master ICT standards and more likely to earn advanced scores on state reading and language arts tests. † This study linked collaboration between faculty and students scores. Lance showed that when faculty collaborated on instructional information and objectives the student’s scores went up on formal assessments. Another context of instructional communication is comprehension assessment. As an instructor I have to assess the students learning to see if they have learned the specific objectives to move on to the next part of the course. If students do not meet those objectives then they fail and are recycled to another program. I use different kinds of assessments to check the depth of their knowledge of the material. The students have written assignments, formal assessments, and a Field Training Exercise (FTX). The students also have time to redo any work that they have failed in order to receive a better grade. I provide feedback within two days of the after the due date of the assignment. I provide feedback and remedial for any student that is deemed in need or feels that they need the extra help. Since we try to communicate very well with the students our fail rate is between 2 to 4% each course. Technology is the last item that is very important to instructional communication. â€Å"Based on the immersive interface that underlies virtual worlds such as Second Life and World of Warcraft, virtual environments allow the enactment of complex situations with tacit clues, imulation of scientific instruments, virtual experimentation, simulated collaboration in a team, and adaptive responses to students’ choice—all captured and recorded in data streams (Clarke-Midura, 2010),† according to Jody Clarke-Midura and Chris Dede. In this century technology has advanced so much. We have social media sites, PowerPoint presentations, email, and other was to communicate in and out of t he classroom. I learned that when you do not have proper communication things tend to follow apart.

Learning English: A Lesson in Language and Culture

To those outside the educational system, the teaching of language may seem to be a simple communication of skills from one person to another.   For those involved in education, however, language instruction has long been linked to cultural bias and social engineering, leading to debates over the notion of a â€Å"neutral language.†Ã‚   Such a language would facilitate the exchange of objective concepts such as spelling, grammar, and pronunciation without imposing subjective cultural constructs such as beliefs abut class, gender, and religion. As languages originate and develop in response to needs and conditions all too human, and therefore highly emotional, it is unlikely that any truly neutral language exists, and this is particularly evident when we consider the English language. The teaching of English has sociocultural implications that extend far beyond the learning environment, and this is best demonstrated by examining the relationship of Standard English to other varieties of English as well as to other languages being taught. The distinction between standard and vernacular forms of a language is based on the perceived differences between the educated and the uneducated.   The term â€Å"standard,† when used to describe language, generally refers to that form of the language that is used for formal and written applications by those who occupy the highest ranks of society.   Rules governing its usage tend to be rather strict and resistant to change. In contrast, a vernacular is the colloquial language used informally by a group of people, much less rigid in its forms and much more liable to change.   An online version of the Oxford English Dictionary, the recognized authority on the English language, exemplifies this divisiveness in its definition of the noun â€Å"vernacular† as â€Å"the language or dialect spoken by the ordinary people of a country or region.†Ã‚   Aligning the vernacular form with so-called â€Å"ordinary† folks naturally infers a similar association between the standard form and less ordinary people, the literate elite who use it. This lofty status is often justified by reference to the wealth of classical literature, historical documents, and scientific/technical writings that exist in both British and American Standar1d English.   An understanding of Standard English provides access to these canons and to the educational systems that utilize them.   These systems offer the knowledge and expertise necessary for the highest levels of professional and intellectual achievement.   Simply put, a better than average knowledge of Standard English offers a better than average chance at attaining prominence in highly skilled and specialized areas such as education, business, or technology (Brindley 208). Whether this effect is seen as favorable or unfavorable depends, as most things do, on the perspective through which it is viewed.   Any experience that affords people greater personal control over important life issues may seem universally appealing, yet insistence upon teaching only Standard English has evoked considerable controversy (Brindley 205).   Those who advocate the teaching of Standard English writing in a way that emphasizes its reliance on stringent rules and formats have been accused of perpetuating a desired status quo (Brindley 226-227). By learning Standard English, students are carrying on a long tradition of literary scholarship that has yielded many important intellectual gains and brought the western world to the forefront in industry and science.   Detractors see the teaching of Standard English as an imposition of social norms that depend on conformity and narrow-mindedness.   By forcing people to think in constrained ways about language, teachers are hindering both creativity and individuality for the sake of convention (Bourne 243). Such adherence to uniformity often puts the learner in an uncomfortable and confusing situation, as when the home background and the educational environment clash in terms of language.   Katharine Perera describes the difficulties encountered by children being taught Standard English while living in homes and neighborhoods where the vernacular is the mode of expression. For them, a change in their manner of speech represents an invalidation of their customary way of life and may create barriers between them and their peers.   The experience of speaking one way with friends or family who share their idiom, only to then be told by teachers that this language is wrong, forces most children to reluctantly choose one identity at the expense of the other (cited in Brindley 212). Concern over this loss of identity has fueled heated disputes in â€Å"mother-tongue† contexts, where English is taught as a first language and some form of it is used by much of the population as a native language (Brindley 206).   Davis and Watson report that in Australia, post-war migration increased the nation’s multiculturalism while weakening the influence of a common British legacy.   Responding to the resultant search for a national identity, the Australian curriculum acknowledges the relationship between this identity and language yet also recognizes the diversity that exists within â€Å"Australian Standard English† (cited in Brindley 206). The Australian Education Council’s statement on the English curriculum sets Australian English apart from American or British English chiefly by differences in vocabulary and pronunciation, and describes this national variety of English as a combination of the Standard Australian English used in schools and several vernacular forms, any one of which a student may use at home.  Ã‚   The curriculum statement also advises that Standard Australian English should be taught as an extension of local idioms and not as a replacement for them. Although the report further stresses importance of Australian Standard English because of its role in educational structures, professional fields, and spoken communication, it also recognizes the value of vernacular forms and the cultural backgrounds they represent.   Its national plan for teaching English also notes that language changes in respect to context and purposes, and it urges that students be made aware of this fact so they can apply their language skills accordingly.   The Council also officially confers equal status to standard and local forms of English, viewing neither one as inherently superior to the other (cited in Brindley 207) Sue Brindley relates that the issue of the relative worth of different language forms is intensely debated in Britain, where the world’s richest history of English has led to much linguistic diversity.   Standard English is an integral part of the official school curriculum, yet there is no consensus about exactly what constitutes standardized English and how it is connected to a student’s home variety (Brindley 208).   A Department for Education and Welsh Office statement cites strict observance to rules of vocabulary, grammar, spelling, and pronunciation as the distinguishing features of Standard English to be taught in England and Wales, yet this description is too vague to give a precise definition. Although the British policy encourages the use of standardized language for both written and spoken applications, it also recognizes that spoken English is more spontaneous and therefore less apt to conform to the same rigorous criteria used in more carefully planned written applications (cited in Brindley 210).   By associating Standard English with qualities like precision and clear diction, the British curriculum contradicts the viewpoint of many linguists and educators, as well as the sentiments expressed in the Australian English statement, by implying that school-sanctioned standardized forms are linguistically superior to other varieties (Brindley 211).   The obvious counterpart to this attitude is a belief that vernacular forms of English are inferior. Brindley speaks of educators who are concerned that such a prejudicial position will necessarily lead to a gradual erosion of the traditional cultural values that underlie the home life of those whose first language is the vernacular. Some teachers have taken it upon themselves to teach Standard English in a way that does not discriminate against home-based language varieties and, by extension, their associated ways of life. In this manner, they hope to allow students to derive the benefits inherent in a multicultural approach: a greater fund of knowledge about languages, a richer social experience, and a keener appreciation of different manners of thinking (212-213). In countries where the native language is not English, there is every bit as much controversy regarding the cultural aftereffects of learning English.   For people living in geographical areas marked by poverty and need, an education in English may be seen as a way to rise to the echelons of power and privilege.   Yet for those already enjoying that power and privilege, the promotion of English for the masses may be seen as either a welcome conversion or a dangerous threat.   Anthea Fraser Gupta’s account of the spread of English in colonial India traces the complicated history of the English empire’s influence over native Indians.   When Great Britain officially endorsed the teaching of English to Indians, the intent was to introduce not only the language of the United Kingdom but also its cultural and religious values. British officials were in effect attempting to create darker-skinned versions of themselves, seeing the inculcation of western ideals as a means of eradicating a way of life that they considered idolatrous, immoral, and unrefined ( 190-191).   At the same time, Indians in positions of power worried that giving the lower classes a glimpse of what was possible through an English education worked against their interests.   S.N. Mukherjee (cited in Gupta 192) reports that the Calcutta upper classes feared that those below their social rank would become dissatisfied with their inferior status. More than a hundred years after the events chronicled in Gupta’s account, teachers of English still encounter resistance from pupils who either feel that language is being forced upon them or resent social exclusion from English-speaking society (Bourne 243-244)..   Despite this, Jill Bourne informs us that the current trend in non-English speaking countries is to incorporate English language lessons into the primary school system.   Even in Malaysia, where this is not endorsed, private schools offer English instruction to students whose wealthy parents are willing to pay for what they perceive as an important step on the road to social success (244). Several countries, including Germany, the former Czech Republic, Hungary, Malay, and Hong Kong, have implemented some form of what America calls Language and Content Teaching, which blends language instruction with course content.   The focus is shifted from the English language to the curriculum material, which is presented through the medium of English.   However, in most parts of the world where English is taught, the emphasis remains on English as a subject itself (Bourne 244).   This suggests that for most nations, what is truly being sought is not an adoption of English values but the attainment of proficiency in a language that offers access to more profitable pursuits. It is easy to understand why countries such as Hong Kong, whose economy is deeply invested in international commerce, would feel pressured to acquire English fluency.   English is a major language of trade, and an inability to speak it proficiently is a definite disadvantage in the business arena.   This becomes clearer when we consider it on a smaller, more personal scale.   Anyone who has spent time among people who shared a common, foreign language knows the frustration and stigmatization that can result from an inability to communicate easily and appropriately with others. There is a natural human desire to feel connected to others in some way, and language provides an excellent means of achieving that sense of belonging.   When essential life factors such as economic, social, and professional standing are at stake, language becomes even more crucial. This relationship between modes of communication and key life issues is precisely why the concept of a neutral language is a hypothetical one.   The teaching of any language involves the transmission of much more than rules about grammar and pronunciation.   It inevitably requires some measure of cultural change on the part of the learner, and in the case of English instruction those changes can have profound effects upon many major aspects of life.   For this reason, educators and students alike must respect the various forms of language as reflections of valuable cultural and social traditions. Works Cited Bourne, Jill. â€Å"English for Speakers of Other Languages.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 243-270. Brindley, Sue, with contributions from Swann, Joan. â€Å"Issues in English Teaching.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 205-228. Gupta, Anthea Fraser. â€Å"English and Empire: Teaching English in Nineteenth Century India.† Learning English:   Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 188-194. â€Å"vernacular.† Compact Oxford English Dictionary. 2005. http://www.askoxford.com/concise_oed/vernacular?view=uk (3 Dec. 2005).